The Teaching of Calculus in High Schools in the United States

This thesis utilized data from the Second International Mathematics Study to characterize U.S. high school calculus classes and to identify aspects of teachers and teaching of calculus that accounted for differences in class achievement. The factors examined were (a) the degree to which teachers' presentations of mathematics were process oriented, (b) the degree to which teachers used formal methods of instruction, (c) the extent to which teachers relied on the textbook, (d) the percent of time that the class spent working in small groups, and (e) the percent of time that students spent working alone. A detailed profile of high school calculus teachers and classes was developed, including such variables as teacher background, curriculum content, manner of teacher presentations, and decisions regarding the teaching of the target class.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Williams, John Bernard

Contributors dc:contributor

• Travers, Kenneth J.

• Education, Mathematics

Identifier

(UMI)AAI8908890

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69225