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Mathematical Readiness of Entering College Freshmen: An Exploration of Perceptions of Mathematics Faculty.

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Title: Mathematical Readiness of Entering College Freshmen: An Exploration of Perceptions of Mathematics Faculty.
Authors: Corbishley, Jeffrey B.1 (AUTHOR), Truxaw, Mary P.1 (AUTHOR)
Source: School Science & Mathematics. Feb2010, Vol. 110 Issue 2, p71-85. 15p. 7 Charts.
Subject Terms: *Mathematical readiness, *Junior college students, *Mathematics education, *Mathematics teachers, *Junior college faculty, *Teaching methods, *Preparedness, *Higher education, *Prediction of scholastic success, *Grading of students, *Arithmetic education, *College freshmen, *Training, *Teacher organizations
Abstract: The National Council of Teachers of Mathematics has set ambitious goals for the teaching and learning of mathematics that include preparing students for both the workplace and higher education. While this suggests that it is important for students to develop strong mathematical competencies by the end of high school, there is evidence to indicate that overall this is not the case. Both national and international studies corroborate the concern that, on the whole, US 12th grade students do not demonstrate mathematical proficiency, suggesting that students making the transition from high school to college mathematics may not be ready for its rigors. In order to investigate mathematical readiness of entering college students, this study surveyed mathematics faculty. Specifically, faculty members were asked their perceptions of average entering students' readiness related to relevant mathematical skills and concepts, and the importance of the same skills and concepts as foundations for college mathematics. Results demonstrated that the faculty perceived that average freshman students are generally not mathematically prepared; further, the skills and concepts rated as highly important namely, algebraic skills and reasoning and generalization were among those rated the lowest in terms of student competencies. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The National Council of Teachers of Mathematics has set ambitious goals for the teaching and learning of mathematics that include preparing students for both the workplace and higher education. While this suggests that it is important for students to develop strong mathematical competencies by the end of high school, there is evidence to indicate that overall this is not the case. Both national and international studies corroborate the concern that, on the whole, US 12th grade students do not demonstrate mathematical proficiency, suggesting that students making the transition from high school to college mathematics may not be ready for its rigors. In order to investigate mathematical readiness of entering college students, this study surveyed mathematics faculty. Specifically, faculty members were asked their perceptions of average entering students' readiness related to relevant mathematical skills and concepts, and the importance of the same skills and concepts as foundations for college mathematics. Results demonstrated that the faculty perceived that average freshman students are generally not mathematically prepared; further, the skills and concepts rated as highly important namely, algebraic skills and reasoning and generalization were among those rated the lowest in terms of student competencies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1949-8594.2009.00011.x
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      – Code: eng
        Text: English
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      – SubjectFull: Mathematical readiness
        Type: general
      – SubjectFull: Junior college students
        Type: general
      – SubjectFull: Mathematics education
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      – SubjectFull: Mathematics teachers
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      – SubjectFull: Junior college faculty
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      – SubjectFull: Teaching methods
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      – SubjectFull: Preparedness
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Prediction of scholastic success
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      – SubjectFull: Grading of students
        Type: general
      – SubjectFull: Arithmetic education
        Type: general
      – SubjectFull: College freshmen
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Teacher organizations
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      – TitleFull: Mathematical Readiness of Entering College Freshmen: An Exploration of Perceptions of Mathematics Faculty.
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              Text: Feb2010
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