Date of Award
2017
Document Type
Thesis
Degree Name
Bachelors
Department
Natural Sciences
First Advisor
Shipman, Steven
Area of Concentration
Natural Sciences
Abstract
This thesis examines the deficiencies in U.S. math education relating to high school mathematics. Most public schools require a series of subject-specific math courses (Algebra I, Geometry, Algebra II, and Pre-Calculus—forming the traditional pathway) that diminishes the connections between these fields and decreases a student’s ability to master the material. An alternative is to reorganize the curriculum in an integrated fashion so as to illustrate the connections between Algebra and Geometry. With this geometrical-algebraic relationship as a core focus, I explore how to produce a holistic, integrated curriculum for high school mathematics presented in ways that promote comprehension and understanding through quantitative reasoning and conceptual knowledge.
Recommended Citation
Coe, Morgen, "LESS IS MORE: AN INTEGRATED APPROACH TO TEACHING HIGH SCHOOL MATHEMATICS BEYOND THE COMMON CORE" (2017). Theses & ETDs. 5324.
https://digitalcommons.ncf.edu/theses_etds/5324