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Download full textForgasz, Helen J. – International Group for the Psychology of Mathematics Education, 2004
Equity and computer use for secondary mathematics learning was the focus of a three year study. In 2003, a survey was administered to a large sample of grade 7-10 students. Some of the survey items were aimed at determining home access to and ownership of computers, and students' attitudes to mathematics, computers, and computer use for…
Descriptors: Ownership, Geographic Location, Mathematics Education, Mathematics Achievement
Peer reviewed
Direct linkRubin, Beth C. – American Educational Research Journal, 2003
Despite heated debate over detracking, little research exists on how the reform plays out in the classroom. This article, based on a year-long interpretive study of a detracked ninth-grade program at a diverse urban high school, focuses on the encounter between the "official" practices of the detracked classrooms under study and the…
Descriptors: Track System (Education), Social Influences, Grade 9, Urban Schools
College Board, 2007
American educators are achieving much success in their efforts to enable a wider and more diverse group of U.S. students than ever before to succeed in college-level studies in high school. Yet individuals must also gaze clear-eyed at the inequities that remain and the challenges that accompany success in expanding access to the Advanced Placement…
Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement
Forgasz, Helen J. – International Group for the Psychology of Mathematics Education, 2003
Findings from a survey administered to large numbers of grade 7-10 students are presented in this paper. The focus is on the students' attitudes towards the use of computers for the learning of mathematics. Background information was also gathered which allowed the students' responses to be analysed by a range of equity factors--gender, ethnicity,…
Descriptors: Student Attitudes, Grade 7, Mathematics Instruction, Grade 8
College Board, 2006
As individuals celebrate the fiftieth anniversary of the Advanced Placement Program[R] (AP[R]) in U.S. schools, they should honor the educators who are enabling a wider and more diverse group of U.S. students than ever before to succeed in college-level studies in high school. Yet they must also gaze clear-eyed at the inequities that remain and…
Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement
College Board, 2005
As the fiftieth anniversary of the Advanced Placement Program[R] (AP[R]) in U.S. schools approaches, it is the right time to issue the first "Advanced Placement Report to the Nation." This report uses a combination of state, national, and AP Program data in new ways to provide each U.S. state with a context for celebrating its successes,…
Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement
