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"The mathematics implicit in each practice". [6] "The study of mathematical ideas of a non-literate culture". [7] "The codification which allows a cultural group to describe, manage and understand reality". [8] "Mathematics…is conceived as a cultural product which has developed as a result of various activities". [9]
In developing a school or district wide plan for multicultural education, Dr. Steven L. Paine, West Virginia State Superintendent of schools gives these suggestions: Involve stakeholders in the decision-making process. Examine the school climate and culture and the roles played by both students and staff.
The test of General Educational Development (GED) and Test Assessing Secondary Completion TASC evaluate whether a person who has not received a high school diploma has academic skills at the level of a high school graduate. Private tests are tests created by private institutions for various purposes, such as progress monitoring in K-12 ...
Requiring Algebra II for high school graduation gained traction across the United States in the early 2010s. [52] The Common Core mathematical standards recognize both the sequential as well as the integrated approach to teaching high-school mathematics, which resulted in increased adoption of integrated math programs for high school.
Proponents of reform mathematics countered that research showed that correctly-applied reform math curricula taught students basic math skills at least as well as curricula used in traditional programs, and additionally that reform math curricula was a more effective tool for teaching students the underlying concepts. [13]
The UMTYMP high school component lasts two years and covers standard high school mathematics. The classes are taught by local secondary school teachers. First year: Algebra I and II; Second year: Geometry and Precalculus; Students receive high school credit for these courses.
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