Hahler, S., & Corbett, K. S. (2014, June), Using Teacher Feedback to Improve the Design of a Fourth-Year High School Mathematics Curriculum  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23280

\bibitem{asee_peer_23280}
  Hahler, S., \& Corbett, K. S. (2014, June), \emph{Using Teacher Feedback to Improve the Design of a Fourth-Year High School Mathematics Curriculum}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23280

Sara Hahler and Krystal S. Corbett.  "Using Teacher Feedback to Improve the Design of a Fourth-Year High School Mathematics Curriculum".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/23280 Internet.  05 May, 2024

\bibitem{asee_peer_23280}
  Sara Hahler and Krystal S. Corbett.
  "Using Teacher Feedback to Improve the Design of a Fourth-Year High School Mathematics Curriculum".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/23280 Internet.  05 May, 2024

@INPROCEEDINGS{asee_peer_23280
author = "Sara Hahler and Krystal S. Corbett"
title = "Using Teacher Feedback to Improve the Design of a Fourth-Year High School Mathematics Curriculum"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23280}
number = {10.18260/1-2--23280}
}

TY  - CPAPER
AB  - Using Teacher Feedback to Improve the Design of a Fourth Year High School Mathematics Curriculum(Research to Practice)This paper presents an evaluation of a high school mathematics curriculum,           ‘s Advanced Math forEngineering and Science (AMES), through high school teacher feedback along with conclusions from thisevaluation. First, the reason behind creating such a curriculum is discussed, followed by a description ofthe curriculum as well as the implementation process, and lastly the evaluation then conclusionsections.The motivation for creating AMES evolved from a variety of reasons. Initial discussion and research ledthe developers to believe that a need for high school students to be fluent in specific mathematicconcepts directly connected to engineering and science existed. Beyond the desire to improve student’sgrasp of the material, the new Common Core State Standards (CCSS) necessitated a curriculum thatassisted teachers in executing these standards, primarily mathematical ones but also touching onlanguage arts.The curriculum itself contains four major threads: Coordinate Systems; Vectors and Matrices;Fundamentals of Mathematics; and Conic Sections. Within each thread, a variety of units are included.For each unit, the outline is as follows: introductory activity/background, core content lessons, and acumulative activity. Furthermore, pertinent historical facts and dates are incorporated as well asactivities that require students to debate, write, or present.Implementing this curriculum is still in the early stages as this is the first year for it to be piloted.Therefore, teacher feedback was gathered via two primary methods: surveys and the recording of verbaldiscussion during working group sessions. Conclusions will be made from the analysis of this data usingthe qualitative method of ethnography due to the open-ended nature of the surveys and field notescompiled.
AU  - Sara Hahler
AU  - Krystal S. Corbett
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Using Teacher Feedback to Improve the Design of a Fourth-Year High School Mathematics Curriculum
UR  - https://peer.asee.org/23280
DO  - 10.18260/1-2--23280
ER  -