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DTSTART:20191115T183000Z
DTEND:20191115T193000Z
SUMMARY:Lines in the curriculum: A persistent obstruction to achievement connecting algebra and geometry
DESCRIPTION:The topic of lines in the curriculum has conceptual teaching difficulties that you can't solve only by applying the typical blue-ribon interventions:
- better prepared teachers; and
- assuring students have perfect educational beginnings.
- The subject\, lines\, passes through many different conceptions moving from 3rd grade to 12th grade and then to sophomore college classes. So much so\, that a great 3rd grade teacher\, or sound understanding of the number line won't suffice for a student's ultimate success on related math concepts.
- There is a wipeout problem. One not covered alone by increasing resources in 1st year calculus. We document that an epiphany is possible with administration in The Howard Thompson Story . We document a remedy with – not necessarily exceptional – students in Interactive E-Mail Assessment\, MAA Vol. on Assessment\, B. Gold\, S.Z. Keith\, and W.A. Marion\, eds.\, #49\, Wash. DC\, 1999\, 80-84.
- Technology – I(nteractive) Q(uestionnaire)s (IQs) – appears here in a surprising way\, to gather information from an ordinary class\, run by an ordinary instructor. The style of programming is less critical than the form of the curricular assessment
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