Abstract

The purpose of this study was to examine the performance of high school students completing applied mathematics 1 and applied mathematics 2 courses based principally on the CORD Applied Mathematics curriculum in four Missouri school districts. Complete data sets were obtained from 254 students. A general linear model analysis of covariance procedure was used to determine if differences existed in mean scores among students in applied mathematics 1, applied mathematics 2, and a control group of algebra 1 students. Students were tested using the Pre-algebra/algebra portion of the P-ACT+ and the Work Keys Applied Mathematics assessments. Student attitudes toward math as a school subject were also assessed. Students completing applied math 2 were found to make progress comparable to those completing algebra 1. Students enrolled in applied math classes had similar attitudes toward math as algebra students despite having less previous success with math.

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Graphic Communications

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URL: http://digitalcommons.calpoly.edu/grc_fac/13