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Secondary Education Mathematics and UDC Expectations: Do They Align? If Not, What's Next?

Secondary Education Mathematics and UDC Expectations: Do They Align? If Not, What's Next?
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Author(s): Jeffery S. Fleming (University of the District of Columbia, USA) and Shurron Farmer (University of the District of Columbia, USA)
Copyright: 2019
Pages: 25
Source title: K-12 STEM Education in Urban Learning Environments
Source Author(s)/Editor(s): Jillian L. Wendt (University of the District of Columbia, USA) and Danielle L. Apugo (University of the District of Columbia, USA)
DOI: 10.4018/978-1-5225-7814-7.ch007

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Abstract

In this chapter, the authors wish to examine the alignment between Common Core mathematics standards and introductory mathematics courses at the University of the District of Columbia. In this study, the authors are not trying to determine the reasons students choose or not choose STEM-related fields as their majors; instead the authors are exploring the transition from secondary to post-secondary mathematics education by aligning the Common Core mathematics standards that have been the District of Columbia Public School (DCPS) system. The authors have observed from their teaching experiences that for many students, the transition from secondary to post-secondary mathematics has not been seamless. One factor that may cause a breakdown in this transition could be the misalignment between Common Core state standards mathematics content and the content of the introductory mathematics in the Division of Sciences and Mathematics at the University of the District of Columbia.

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