Gregory F. Bachelis, Ph.D.
Professor of Mathematics,
Wayne State University
Detroit, Michigan [1]
This
report, and the six months I spent working on the underlying survey, is
dedicated to the students, past and present, of Andover and Lahser High
Schools.
I
would like to the thank several parents and others in the West Bloomfield and
Bloomfield Hills School districts, and in particular Mark Schwartz, Ph.D., for
their support and encouragement during the duration of this project
This
survey was conducted to compare how high school students with differing high
school math programs do in college. I
conducted the survey in my capacity as a Professor of Mathematics at Wayne
State University, where for 27 years I have taught and done research in
mathematics, and more recently also in mathematics education and theoretical
computer science. I conducted this
survey as a public service to parents, students and others in the Bloomfield
Hills School District, the West Bloomfield School District (where I live) and
other districts where new programs have been introduced which have caused
concerns among community members. It
was also done as a service to the mathematical community, whose two main organizations[2]
are closely following the evolution of these new math curricula and the effect
they are having on incoming college students.
I
sent the survey questionnaire (see below) along with a covering letter bearing
the letterhead of the Department of Mathematics of Wayne State University. I gave my office phone number for people to
call if they had any questions or concerns.
There was also a stamped return envelope, addressed to my office, with
which to return the survey. None of the
above made it a “Wayne State Survey," nor did I imply in any of my
communications with the people being surveyed that this was anything but my own
research project. Nor was any
implication given that Wayne State would endorse any of the research’s
conclusions.
In
addition, the research was not funded by Wayne State University. The stamps on the return envelopes were paid
for by interested parents; I did all of the work connected with the survey 
clerical, followup phone calls and email messages, data transcription and the
like  and I was not given release time from my usual duties in order to accomplish
all this.
The
report that follows is preliminary in nature. Further analysis needs to be done
on the data, and this is currently being done by professors at another
university. However, the report does include all the comments made by
all the respondents, with accompanying information supplied by them  GPA’s,
SAT and/or ACT scores, college attended, college major, etc. in order to give
the comments a context. Since I
promised confidentiality to the respondents, I have blurred the contextual information,
in a manner explained later, so as to preserve their anonymity. I have also, in a few cases, paraphrased or
deleted portions of the comments in order to protect the identity of the
respondent. In each case this is
clearly indicated. None of the above
actions detract in any material way from the information that they provided.
In
closing, I wish to reiterate that this research project was performed by myself
as an individual faculty member of Wayne State University, conducting a survey
on what I considered to be a matter of public interest within the area of my
professional expertise.
The Bloomfield Hills School District
(BHSD) is located in Oakland County, Michigan.
It is a 25squaremile area, which is comprised of virtually the entire
city of Bloomfield Hills, most of Bloomfield Township, a large portion of
eastern West Bloomfield Township, and a small part of the city of Troy. The district has two high schools, Andover
and Lahser, and three middle schools, West Hills, Bloomfield Hills and East
Hills. The middle schools all house
grades six through eight. West Hills
feeds Andover, East Hills feeds Lahser, and Bloomfield Hills Middle School
feeds both high schools.
In the fall of 1993, Andover High
School began what would be a fouryear phaseout of its (nonaccelerated) “traditional”
math program, which had been as follows:
·
Ninth
grade  Algebra 1
·
Tenth
Grade  Geometry
·
Eleventh
Grade Algebra 2
· Twelfth Grade  PreCalculus[3]
In its place the CorePlus Mathematics
Project (CPMP or CorePlus) was installed; it is an integrated math program
using modeling, simulation and cooperative learning, which makes extensive use
of graphing calculators. CorePlus was
phased in on a yearbyyear basis, so that by the 199697 school year it was
the exclusive math program at Andover, with the exception of AP Calculus and AP
Statistics.[4] The latter courses are typically taken in
the twelfth grade by “accelerated students,” by which I mean those who take
Algebra 1 or Core 1 before the ninth grade.
“Integrated”
or “Reform Math” refers at the high school level[5]
to constructing the curriculum out of four “strands”:
·
Algebra
and Functions,
·
Probability
and Statistics,
·
Geometry
& Trigonometry,
·
Discrete
Mathematics.
These are woven together for a three or fouryear
curriculum, rather than being taught as separate courses.
CorePlus was introduced at Andover in 1993 as a pilot
project, which means that this was the first time it was used anywhere in an
actual classroom setting. According to
Professor Harold Schoen, evaluation Director of CorePlus, “The pilot test was designed mainly to
provide feedback to the authors from teachers and students concerning what
worked well, what did not and what improvements were needed.”[6] In 1994 the field testing of Core 1 began
in 36 high schools in Michigan and around the country. CorePlus was originally intended as a
threeyear curriculum. However,
according to Marcia Weinhold, the Outreach Coordinator of CorePlus, “During
their senior year, [the nonaccelerated Andover] students studied three
prototype units for a possible fourthyear course that was envisioned by
CorePlus. Thus, the curriculum these
students pursued was not a complete fouryear curriculum.”[7] The field testing for Core 4 started in the
fall of 1998.
A
substantial portion of the Andover Class of 1997 consisted of students who had
been accelerated in math, and hence had not taken CorePlus. These students as
a rule had taken Algebra 1 during the 199293 school year, while still in
middle school. So when this group
arrived at Andover in 1993, they rode the last wave of the traditional math
sequence while the nonaccelerated students rode the first wave of CorePlus. Lahser, the other high school, stayed
“traditional.” CorePlus was introduced
at the middle school level, so that accelerated students destined for Andover
could take it in the eighth grade, in (I believe) January, 1994.
So,
in June 1997, the first class having completed four years of CorePlus
graduated Andover High School. Subsequently,
reports of some of these graduates having difficulties on the math placement
exams at the University of Michigan  Ann Arbor (UMAA) and Michigan State
University (MSU) began to surface. On October 28, 1997, a joint meeting of the
Bloomfield Hills and West Bloomfield School Boards was held to discuss reform
math. After the featured speaker had finished
the main part of his presentation, several parents and others took to the floor
to express their thoughts and concerns about CorePlus and about how this first
graduating class was doing in college.
I live in the West Bloomfield School District (WBSD), which had started
introducing CorePlus, and phasing out their existing math program, in 1995.[8]
I had
participated in several meetings of my school board during the preceding year,
at which CorePlus was discussed, and I attended this joint meeting. After attending a number of additional
meetings organized by parents, in both BHSD and WBSD, concerning the impact of
CorePlus, and mindful of the intense scrutiny the mathematical community is
giving the evolution of such reform math programs, I decided to do a survey of
the 1997 graduates of Andover, in order to determine their opinions about
CorePlus and to get as complete as possible a picture of their mathematical
experiences since graduation.[9]
I
surveyed the entire Andover class of 1997; the reason being that I did not know
a priori who had been accelerated and
who had not. Also, with the accelerated
students I could study how well students with a traditional high school math
background do in Reform Calculus courses such as “Harvard Calculus,”[10]
The latter is the flagship calculus course of UMAA; it is also taught at MSU,
but on a more limited basis.[11] One of the main claims of CorePlus and
other programs of its type is that they are a better preparation for Reform
Calculus courses than the more traditional curricula.[12]
The survey commenced in late
April of 1998 and concluded in midSeptember, as far as any activity on my part
soliciting responses. The covering
letter and survey questionnaire are given below in compressed form. (Most blank
lines and some lines for answers have been deleted.) The original questionnaire consisted of three pages plus the
optional section.
******************************************************************************************
College of Science 
Department of Mathematics Detroit, Michigan 48202 (313) 5772479 (313) 5777596 FAX 
April 22, 1998
Dear __________________,
I am conducting a survey of 1997 graduates of several high schools, including yours, who entered college in the summer or fall of 1997. We would appreciate your cooperation in this effort to evaluate how high school math programs are preparing students for college level mathematics. The results of this survey will be used for independent research regarding high school math curricula and individual names will be kept confidential. We are asking you for a few minutes of your time to complete the enclosed questionnaire and then to return it in the enclosed envelope. Please feel free to call me at my office at Wayne State at 3135773178, or to send email to greg@math.wayne.edu, if you have any questions or concerns.
Thank you for your cooperation,
Gregory Bachelis, Ph.D.
Professor
********************************************************************************************
MATH SURVEY
1. High School graduated from in 199___ ________________________________High School
2. High School GPA ______ Honors or Awards__________________________________
3. Academic interests in high school 1.______________________2._______________
3. 4. 5.________________
4. Scores on SAT Math ________Verbal ________ PSAT Math______ Verbal ____
ACT ________ PLAN _______ Other (specify) ______________________
5. Did you take any Advanced Placement tests? Yes No . If so, please specify.
Subject Score Year Subject Score Year
________________ _______ _____ ________________ ______ _____
6. Did you take any ACT or SAT prep courses? Yes
No If so, please tell from whom
and give dates.:
________________________________________________________________________
7. Math courses taken in High School: (Please fill in the appropriate box with the grade(s) received.)
Year 
Alg
1 
Alg
2 
Geom 
Trig 
Adv
Alg 
Pre
Calc 
AB Calc 
BC
Calc 
Core
Plus 1 
Core
Plus 2 
Core
Plus 3 
Core
Plus 4 
Other
(specify) 
School
Name 
Fresh 














Soph 














Junior 














Senior 














8. Did you receive any math tutoring while in high school? (besides SAT or ACT prep, if any) Yes No. If so, please give details on the next page. (Indicate if tutoring was private, provided in school, or by a commercial organization.)
I received tutoring in:
Subject _____________________ Year ____________ From ________________
9. Did you participate in any summer math programs during the years you were in high school?
If so, please specify subject, year, and who sponsored them.
______________________________________________________________________________
10. Did you enter college after graduating from high school? Yes No. If no, or if you haven’t taken any math courses or placement exams in college, please skip to question 16. Otherwise, please continue with questions 11  15.
11. Please specify any college math courses taken during the summer of 1997, or the 199798 academic year.

Math Course 
College/University 
Grade 
Text * 
Summer
‘97 




Fall
‘97 




Winter
‘98 









*Please identify the text by listing the author or first author, if there are several. (e.g. Stewart, Thomas, Finney, HughesHallett, Stein, Anton, Ostebee, Ellis, Edwards, Swokowski, Varberg, Larson, Dick, Wattenberg)
12. Did you take a math placement exam in college? Yes No . If so, please tell where taken, the nature of the exam and your score and/or in what course you were placed.
______________________________________________________________________________
13. Have you sought any math tutoring in college? Yes No If so, please give subject(s) tutored in and reason(s) for seeking tutoring.
______________________________________________________________________________
14. What is your intended major? _____________________________________________
15. Please answer the following two questions, when applicable, on a scale from 5 to 1.
a) Math courses I had in high school, other than calculus (if taken), helped me with my
college math courses (circle one)
5 4 3 2
1
very much somewhat not at all
b) Calculus I took in high school helped me with my college math courses. (circle one)
5 4 3 2 1 (Does not apply)
very much somewhat not at all
16. Please give any additional comments you wish to make concerning your math experiences in high school or college. ______________________________________________________________________________
______________________________________________________________________________
Thank you for your cooperation. There is an optional section on the next page. When you have completed this questionnaire, please return it in the enclosed envelope to
Professor Gregory Bachelis
Department of Mathematics
Wayne State University
Detroit, MI 48202
******************************************************************************
OPTIONAL SECTION
NAME ___________________________ AGE _________ SEX : M F
HOME ADDRESS________________________________________________________
COLLEGE ADDRESS (if different from above) _________________________________
May we contact you to obtain any further comments? Yes No
TELEPHONE NUMBER(S) ________________________________________________
EMAIL ADDRESS __________________________________
******************************************************************************
In
the eighteen months prior to my decision to conduct the survey, I had spoken
out about CorePlus. I was skeptical of
the claim being made that it was suitable for all students, and I was critical
of the fact that it was being implemented at certain schools to the exclusion
of almost the entire previously existing math courses; the latter was the case
at Andover and at West Bloomfield High School, the sole high school in
WBSD. I felt qualified to speak out,
since I have been a mathematics professor for over 30 years, and I have taught,
at one time or another, all of the subjects that are included in these new integrated
curricula. I felt that it was
impossible to do these subjects justice by cramming them into a three or four
year high school curriculum
However,
I do not feel that my voicing criticisms and concerns disqualified me from
conducting the survey. Certainly I am
capable of wearing different hats, and people doing surveys are entitled to
have opinions on the subject under study.
The key point is whether the survey is conducted in a fair and impartial
manner. In this regard, note that the
tone of the letter and questionnaire is quite neutral. There are no “loaded” questions. My followup phone calls and email
messages, encouraging people to respond, were also quite neutral in tone. I
knew none of those surveyed beforehand. Also, only a few of them attend Wayne
State, which has about 17,000 undergraduates.
For these reasons there was no pressure on them to respond. In any case, the respondents to this survey
were not analogous to a jury being picked prior to a trial. They had had the
course, so to speak.
In
surveys of this type, there is a lot of
“noise” that needs to be filtered out.
If the CorePlus graduates were the treatment group, then who to use as
controls? It would not have been fair
to the CorePlus group to use the accelerated Andover students as
controls. Virtually all of the latter
had taken calculus in the 12th grade, and it had been determined that they were
among the better math students in their class  by exams, grades or other means
 or else they wouldn’t have been accelerated in the first place[13].
I
decided to survey the 1997 graduates of Lahser, the other high school in the
district, which had stayed traditional.
I could then use the nonaccelerated Lahser students, or perhaps the
Lahser students who didn’t take Calculus in the 12th grade (which includes the
nonaccelerated ones), as controls.
With the remaining Lahser students I could study the same question as
with the accelerated Andover students, concerning Traditional vs. Reform
curricula. I could also compare these
Lahser students with the accelerated Andover students, preCorePlus.
I
believe my choice of control groups was a reasonable one. The populations of the
two high schools are similar socioeconomically, they are in the same school
district, and one of the middle schools even feeds both of them. In 1993, when CorePlus was introduced at
Andover, students in the district could in fact choose which high school to
attend. I have only anecdotal evidence
as to what effect, if any, the advent of CorePlus had on traffic between
Andover and Lahser, or out of the public system entirely to private schools
such as Cranbrook Academy or Detroit Country Day School, or to parochial
schools such as Marian High School or Brother Rice High School. In 1997, choice of high schools in the
District was ended for the time being because of an imbalance in favor of
Lahser.[14]
In 1997, there were 228 graduates of Andover High School,
and 258 of Lahser High School.[15] I determined the size of the population
being surveyed and response rate of each high school as follows:
·
1997:
228 total graduates
·
one
exchange student  returned home
·
at
least four other students had left the country
·
probable
valid addresses for all but one of the remaining students
Therefore
student population size = 228  1  4  1 =
222
·
112
total replies
Response
rate = 112 total replies/222
population size = 50%
·
1997:
258 total graduates
·
one
exchange student  returned home
·
probable
valid addresses for all but six of the remaining students
Therefore
student population size = 258  1  6 =
251
· 75 total replies
Response rate = 75 total replies/251 population size = 30%.
In
late April and early May the questionnaire and covering letter were mailed to
all 1997 graduates from both high schools.
A stamped envelope with my return address at Wayne State was
included. The initial mailing was
followed up by phone calls or email messages (when email addresses could be
determined). These followup contacts
were made by me, so that there would be consistency in the messages being sent
by email or left on phone answering machines, and in the phone conversations.
Based on these contacts, a second questionnaire was often dispatched, as its
predecessor had been misplaced or discarded for sundry reasons. I have communicated in the ways indicated
above with over 80% of the 473 graduates (or in some cases, family members) who
were being surveyed.
One
can only speculate as to the reasons why some graduates did not respond to the
survey. The nonrespondents might
include those who
·
for
one reason or another, never received the questionnaire;
·
were
apathetic, busy, etc.;
·
objected
to a survey in the first place;
·
didn’t
want to revisit high school issues.
I
wish to make the following three points.
1) I want to stress that I
was not trying to determine how well the various curricula were taught. This is certainly an issue, especially with
a radical new curriculum like CorePlus.
I was simply trying to find out how the various curricula, as taught,
prepared the students for college math, their reaction to their high school
math experiences, and also how much extra help, such as tutoring, they sought.[16]
2) The information is only
that provided by the respondents, and has not been independently verified. They were promised confidentiality by me,
and I believe they made a good faith effort
to give accurate answers to the questions. Certainly a number of the comments were quite candid.
3) Many schools besides
Andover High School have phased in new math programs like CorePlus, mainly in response to the
promulgation of the 1989 NCTM Standards[17],
although some of these schools have
also kept the traditional track, thus allowing for “choice” and for comparison
of the two curricula.
SOME STATISTICAL ANALYSIS
The Andover respondents fall
naturally into two groups:
·
I: nonaccelerated (CorePlus), and
·
II:
accelerated (virtually all of who took Calculus).
The Lahser respondents fall
naturally into three groups, since a lot of the accelerated students did not
take AP Calculus, although a number of them did take AP Statistics. These groups are
·
I:
nonaccelerated,
·
II:
accelerated, no Calculus, and
· III: accelerated, with Calculus [18]
The answers to 15a) of Andover I are
compared to those of Lahser I and II in the following table. Recall that question 15 was:
15. Please answer the following two questions, when applicable, on a scale from 5 to 1.
a) Math courses I had in high school, other than calculus (if taken), helped me with my college math courses (circle one)
5 4 3 2 1 very much somewhat not at all
b) Calculus I took in high school helped me with my college math courses. (circle one)
5 4 3 2 1 (Does not apply) very much somewhat not at all
We have the following results.
Group Mean response Standard Deviation Number of Responses
Andover I 1.78 0.94 53
Lahser I 3.39 1.09 23
Lahser I&II 3.46 1.05 35 ________
Table I: Answers to 15a) for Andover I,
Lahser I, and Lahser I&II
Assuming linearity of the response
scale, this means that the Lahser students without calculus thought their high
school math was approximately twice as helpful with college math than the
Andover CorePlus students did.
I should mention that a number of
respondents appear to have been confused about 15b) and to have thought that
the word “calculus” applied to college rather than high school. So, for example, all of the respondents in
the above three groups should have circled “Does not apply” in 15b), and this
was not the case. The answers to 15a)
and 15b) for Andover II and Lahser III are now compared.
______________________________________________________________________
Group Question Mean
response Standard Deviation Number of Responses
Andover II 15a) 3.81 1.13 36
Andover II 15b) 4.01 1.34 35
Lahser III 15a) 3.50 1.24 28
Lahser III 15b) 3.80 1.30 30
______________________________________________________________________
Table II: Answers to 15a) and 15b) for Andover II and
Lahser III
This means that all groups who had
high school calculus answered between 3.5 and 4 on average, when asked about
the helpfulness of high school calculus or of high school math before calculus,
and that Andover was slightly more generous than Lahser. Considering both
tables, we see that the average answer of each of the groups, except Andover
CorePlus, was roughly 2 times more than Andover CorePlus.
Further statistical analysis of the
data is needed, and this is currently being done by several professors at
Stanford University.
I have decided to report all the
comments verbatim, subject to the following protocol. I have corrected spelling errors and expanded abbreviations. In a few instances I have deleted a word or
phrase to protect the confidentiality of the respondent. These deletions are denoted “[...]”. In a few cases I have added a few words or
paraphrased. Such paraphrasing or
additions are enclosed in square brackets.
I have given the answer and
accompanying remarks to question 13 about math tutoring in college, when there
were remarks made that were worth noting, since this question did indeed
generate a lot of comments. I have also
included those parts of answers to question 12, which asks whether a math
placement exam was taken in college, that relate to the score received and the
resulting placement, since this is a matter of some controversy.[19] I have also included affirmative answers to
question 8 about math tutoring in high school, and excerpts from the answers
given, since this too has been a matter of some interest; to wit, did CorePlus
generate more than the “usual” amount of math tutoring. In this regard, I have included affirmative
answers to question 9 about summer programs when they relate to summer school
as opposed to summer “math camps.” In
addition, I have given the answers to question 15a) for Andover I and Lahser
I&II and to questions 15 a) and b) for Andover II and Lahser III.
Besides the above, in order to give the comments more
context, I supply some information about the respondent, blurred somewhat so as
to preserve anonymity. This “blurring”
is accomplished as follows: High School GPA’s, and SAT and/or ACT scores, when
given, are reported in a certain range, rather than by exact value.
Colleges, except for UMAA (The
University of Michigan  Ann Arbor) and MSU (Michigan State University), are
reported by category, these being:
MichiganPublic,
NonMichiganPublic,
Private,
Privateregional, and
Other (specialty schools, no college attended, or college unknown).
College majors are also reported by category, these being
Science (which includes
mathematics and psychology),
Engineering,
Business,
Education,
Nursing (which includes
medical technicians and physical therapy),
Design,
Fine & Performing Arts;
Preprofessional (which
includes architecture),
Communications (which
includes journalism),
Social Science, and
Liberal Arts[20].
Unfortunately, I cannot supply an
indication of grades in high school math classes, because a lot of respondents,
in answering question 7, merely put X’s in the grid to indicate which courses
they took, without listing the grade received, as was requested. In some cases this was no doubt because they
couldn’t remember the actual grades. I
don’t see the purpose of supplying information that can only be done so sporadically.
I want to make it very clear that I
did not solicit comments beyond what people wrote in their returned
questionnaires. In a few cases
respondents sent email messages with comments prior to sending in their questionnaires,
and I have included these where they were not duplicated by the written
comments. In a number of cases, during the course of my phone calls subsequent
to the mailing of the questionnaires to encourage people to respond, graduates
or their parents gave opinions. In
these cases, I said that I could not do the survey over the phone, and I
encouraged them to send in their questionnaires. I made no written record of such conversations.
A majority of the respondents chose to
answer the Optional Section and to answer “Yes” to the question asking whether
they could be contacted for additional comments. In these cases I thanked them, by phone or email, for responding
to the survey, and I encouraged them to get other graduates to respond. In some cases I also sought clarification to
their answers to one question or another, and in a few of these cases, comments
were made by respondents which I then added to their written comments (and
these additions are so noted); but as I said above, I did not solicit comments
beyond what the respondents had chosen to write.[21]
I will let the reader draw his or her
own conclusions as to the validity or reliability of the comments. One conclusion I wish to make is that, if
some of the Lahser comments give the reasons why curricula such as CorePlus
have been developed to try to make mathematics more meaningful and accessible,
then surely a preponderance of the Andover comments  even some by people who
were not in the program  indicate that the cure is much worse than the disease
for students who need to take additional math courses in college, and perhaps
for others.
The other matter I would like to
comment on is the performance of CorePlus graduates on the placement tests at
UMAA, MSU, as well as other colleges. A
lot of them complained that they did not do well because of their lack of knowledge
of basic algebra, and some said they did not do well even in the courses they were placed into. Now it is all well and good to say that people
are just having a bad day when they do poorly on a placement test, but as
someone who has taught remedial algebra for more years than I care to remember,
let me assure you that there is a big difference between learning basic algebra
and then forgetting most or all of it, and never having learned it at all. CorePlus appears to have created a new
category of students who land in remedial math courses  courses that were not
designed with such students in mind.
This is after all a preliminary
report, so I welcome any suggestions or corrections, and I will make
appropriate changes where indicated. As
I mentioned above, more analysis of the data is being carried out. In this report I have chosen not to study in
detail the issue of high school math vs. reform calculus in college; however
some of the comments of the students do shed some light on this.[22] Parenthetically, I wish to point out that
the comments made by the respondents about the T. A.’s at The University of
Michigan (called GSI’s for Graduate Student Instructors) are probably not much
different than those that would be made by students at any other major
university in the U.S.
There are also other groups that
should be surveyed. For example, the
accelerated group that graduated from Andover in 1998 after 4 years (or maybe 3
and 1/2) of CorePlus followed by one year of AP Calculus should be
studied. I tried to get information
about this group, but I only have a few anecdotes about how they are doing. Also, nonaccelerated groups a year after
graduating whom had fieldtested CorePlus, as opposed to pilot testing and
testing prototypes, could be studied.
West Bloomfield High School now has a hybrid version of CorePlus, in
which certain Core modules have been deleted in favor of algebra drill.[23] (The courses being taught at that high
school this year are one year past field testing, except for Core 4.) Groups having had this type of curriculum
could be studied as well.
I leave such surveys to others, as I
am not up to an encore.
Andover
4. 2.753.25; SAT M 400500 V 500600; MichiganPublic; Education
·
Core Plus was a waste of my
time. I have very few math skills, and
none of them helped me with Algebra I in College.
Math placement exam? Yes. I suppose I didn’t pass because I was
placed in 110, the second lowest.
Math
tutoring in college? Yes. I have never understood Algebra
because of Core Plus math in
High School. I went to
the tutor lab 3 times per week and I still did poorly.
15a) 1
Andover
8. 2.753.25; SAT M 500600 V 500600;
ACT 1820; MichiganPublic; Business
·
With the new program of math
at Andover I did not feel prepared to enter the level I was placed at in the
University.
Math
placement exam? Yes. I was placed in
Intermediate Algebra.
Math tutoring in college? No. I decided that I should prepare myself by
taking a couple of math classes at a community college before I go and take it
at [my university].
15a) 1
Andover 14. 2.753.25;
ACT 2426; MichiganPublic; Business
·
[Core Plus] was probably the
most horrible experience I have ever gone through in high school.
Math tutoring in high school? Yes. 1996.
Andover 16.
3.253.75 ACT 2426 UMAA
Communications
·
Should not use notes for
test, because you can’t at college.
Math
tutoring in high school? Yes. Math.
On and off throughout High School
Math placement exam? Yes. I got a 6%
15a) 1
.Andover 17.
3.75  4.0 ACT 2123 UMAA
Social Science
·
Helped me learn new way of
thinking, but high school math should have taught more basic math concepts
Math
tutoring in high school? Yes. Basic Math.
199596.
Math placement exam? Yes. Got 0/10 because knew
no traditional math.
Andover 19.
3.754.00 ACT 1820; UMAA
Communications
·
I hated Core Plus; thought
it was a waste and very boring.
Math placement exam? Yes. 29%. precalc.
Andover 20.
2.753.25; SAT M 500600 V
600700; MichiganPublic; Fine &
Performing Arts or Education.
·
I thought math would be
really easy at [...] because
[...]. But High School did nothing for
me. It seems
all I took from High School math was how to use the TI82.
Math
placement exam? Yes. I placed into Normal.
15a) 2
Andover 27.
2.753.25; ACT 2123; MichiganPublic; Design
·
Core Plus has got to be one
of the worst math programs. We were
never taught any of the basics and most
are suffering in college math courses
Math
tutoring in college? Yes. College Algebra, because I did not learn
(was not taught) in high school.
15a) 1
Andover 31.
2.753.25; SAT M 400500 V
500600; ACT 2123; MSU
Communications
·
The math I received in high
school did not prepare me for the math I received in college. I was expected
to know many things in my college course that I do not feel the Core Plus
program prepared me for. I was very behind in my knowledge of
mathematics upon entering my college math
course [Intermediate Algebra].
Summer
School. Before freshman year.
Firstlevel Algebra.
Math placement exam? Yes. I [had] a raw score
of 5 right and was placed in the lowest level of math, 1825 [Intermediate
Algebra].
15a) 2
Andover 40.
3.253.75; ACT 2426; UMAA
Business
·
Core Plus focused on theory
instead of numbers whereas calculus at U of M focused on numbers [and] then explained the theory behind it.
15a) 1
Andover 42 3.754.00
UMAA Undeclared
·
Even with having an excellent
teacher and being selfmotivated I felt unprepared. Core Plus needs to focus
more on teaching basic skills before diving into applications. The program was similar to calculus and
precalc at Michigan in terms of group homework and story problems  but
fundamental concepts need more attention!
Math
tutoring in college? Yes. Made use of
the math lab (free tutoring) while taking calculus to get help with new concepts and prevent being
behind.
15a) 3
(precalc) 1 (calculus) [Count as 2 for statistical analysis.]
Andover 43.
2.753.25 Other Unknown
·
The math program was good
and bad. It tried to apply math to real
life  but it didn’t make a great
attempt. I live on my own in [...], use
math in all my taxes and bank account things and I learned all that outside of
the math program.
Andover 45.
2.753.25 ACT 1820; MichiganPublic; Social Science
·
The reason I have not taken
any math courses in college is because the math I learned in high school does not apply to college math. I used the TI82 for linear programming and
colleges do math by hand which is very tedious. Colleges all need to change to the new math.
Andover 53. 2.753.25;
SAT M+V 10001100 (better in verbal)
MSU Science
·
I feel let down by the
integrated math program. I felt as if
there was a great deal of skills they assumed
us to already have.
Math
placement exam. Yes. Lowest math class for no credit.
Math tutoring in college? Yes. Algebra, I was not
taught a lot of the “basics.”
15a) 2
Andover 54. 3.253.75;
ACT 2426;
NonMichiganPublic;
Communications
·
The math program at Andover
sucks, and f____d me in my first year at [the] university and did not prepare me for [the] ACT at all.
Math
tutoring in college? Yes. Trig, had no high school background.
15a) 1
Andover 55. 3.253.75;
ACT 2123 MSU Nursing
·
The concepts I learned were
interesting but did not prepare me for standardized tests or, more importantly, for college mathematics.
Math
placement exam? Yes. My score (8, I think) placed me into
remedial math (1825)
Math tutoring in college?. Yes. Math 103 (College Algebra). Did not learn adequate algebra
concepts in high school. Therefore I
was extremely behind.
15a) 2
Andover 57. 3.253.75;
SAT M 500600 V 500600; ACT
2123 MSU Business
·
My math experience in high
school was terrible. I used to be an
excellent math student in middle school, but when I took Core Plus Math my math
skills went downhill. It is a terrible
pro gram.
I wouldn’t recommend it to my worst enemy.
Math
tutoring in high school? Yes. Core Plus Math. 1996
Math placement exam. Yes. [results not given]
Math tutoring in college? Yes. Math  I was having trouble keeping up with all the
work [in Finite Math]. I didn’t understand half of it due to my
terrible high school math program.
15a) 3
Andover 60. 2.753.25
ACT 1820 MSU Education
·
I believe that the Core Plus
program was horrible. I was not
prepared for college math courses, and I
am now struggling in a course I am attending for the next 7 1/2 weeks at
OCC. My scores on my ACT were all high except for math, which brought my overall
score down.
Math
tutoring in high school. Yes. Math (Core Plus). All 4 years
Math placement exam? Yes. I was placed in
1825, which is a noncredit class, but I needed it to take 103 (which is a basic algebra class).
Math tutoring in college? Yes. It was for 1825
[Intermediate Algebra], and I received help from [another] student, who [was] a math major. I needed help because I was lost in the
class.
15a) 1
Andover 63. 3.754.00;
ACT 2426; MSU Business
·
I think Core Plus is the
worst math program I’ve ever been forced to take. Traditional math courses
are what high schools need to teach to prepare kids for college.
Math
placement exam? Yes. I placed into Math 120 but chose to begin in
103[College Algebra].
15a) 1
During subsequent phone conversation: The algebra class I took in high school was
the only thing that helped in college
math.
Andover 64. 3.754.00;
SAT M 700800; V 700800; ACT
2729 UMAA Science
·
CorePlus math stinks. It did not help me as much as other courses
would have and should have. Do your best to end it.
Math
tutoring in high school? Yes. Algebra.
1995
Math placement exam? Yes. Scored in the 20th percentile.
15a) 3
Andover 68.
2.753.25 ACT 2123
MSU Communications.
·
Because of the Core Plus
Program I am completely unprepared and have no way to understand college
math. I have to take Math 115 (High
School Math) at OCC during the summer [which is] equivalent to 1825 [Intermediate
Algebra] at MSU for no credit toward graduation in order to go forward into
math courses at MSU. I have been
extremely frustrated and disappointed with the “math” I took in High School.
Math
tutoring in high school? Yes. 199497.
Math placement exam? Yes. I do not remember the score, but it was low. I placed into 1825 [Intermediate Algebra].
Math tutoring in college? No. I was not going to take a math course because I was so unprepared.
15a) 1
Andover 70.
3.253.75 ACT 2123 MichiganPublic; Business
·
I did very well in all my
years of high school and got A’s and B’s in all my math courses, but when I
tried taking 090 [Intermediate Algebra] at [my university], I was totally lost
and didn’t know even the most basic concepts.
I took a W for the class and have made arrangements with the head of the
Math Department to retake the course under his tutoring next fall.
Math
placement exam? Yes. Low, below avg.
score. Placed into Math 090.
Math tutoring in college? Not yet, but I’m pretty
sure I’ll have to.
15a) 1
During subsequent phone conversation. My
high school math helped me in my Statistics course.
Andover 73.
2.753.25; SAT M 500600 V 600700; ACT 2123 UMAA Fine &
Performing Arts
·
I’m not going to take and
math courses in college because, although I did well in High School math, I
feel I don’t understand basic math concepts well enough to keep up in college.
Mathematics
courses during 199798 school year. None
taken. Don’t feel prepared enough.
15a) 1
Andover 74.
3.253.75; SAT M 400500 V 600700; ACT 2123; UMAA; Communications
·
Andover CoreMath Program
does not prepare a student entering college the sufficient basic skills that
are necessary to function within college level courses.
Math
placement exam? Yes. Placed in the lowest math possible.
15a) 1
Andover 77.
2.753.25; ACT 2123 MSU
Undeclared (maybe Communications)
·
I liked how we did group
work a lot of the time, and the material we were to be taught was taught in a
very small amount of time. Like, I
think we learned algebra for 3 days. It
takes practice, but we did it anyway in 3 days. That doesn’t work.
Math
placement exam. Yes. It was kind of easy and I passed. I was
placed into Mth 103, 116 or 132 .
15a) 3
Andover 83. 3.253.75; SAT M 500600 V 700800; ACT 2729; UMAA Social Science/Science
·
I enjoyed my high school
math class because it was neither overly difficult nor frustrating. However, it did not prepare me sufficiently
for standardized tests such as the ACT/SAT and college placement exam. My high school math did somewhat help me in
college. My problem in college math
[PreCalc] was not so much about poor preparation as it was about poor
teaching. My GSI was very difficult to
understand. He spoke little English and
drew incomprehensible diagrams on the blackboard. Also, the grading of exams was somewhat questionable.
Math
placement exam? Yes. I placed in the 6th percentile. Therefore I was placed in 105 (pre calculus).
15a) 3
Andover 84 2.252.75
Other
·
I am currently working and
feel that I cannot even do basic math calculations. I am missing too many fundamentals
Andover 91 2.252.75
MSU Education :
·
Andover’s math program was
not helpful at all.
Math
placement exam? I was placed in Math
1825 [Intermediate Algebra].
15a) 1
Andover 94. 3.754.00; SAT M 500600 V 700800; ACT
2426; MichiganPublic; PreProfessional
·
The Core math program has
given me a weak math background.
Math
tutoring in high school? Yes. 199697.
15a) 1
Andover 95.
3.253.75 SAT M 500600 V
500600 UMAA Science
·
I am concerned with the
direction math has taken in Core classes.
Math has become second nature [read “secondary”] to learning to write
about math. I am embarrassed and not
the least bit confident with my math ability.
I am upset that I was ever placed in a Core class!
Math
placement exam? Yes. Math 105 (precalculus).
15a) 3
Andover 100.
2.753.25 ACT 2426
MSU Communications
·
When it comes to my
mathematical ability here in college, I feel second compared to other
students. My high school is a
nationally recognized institution and while I do feel as if I’ve been well
prepared in other areas, I feel that the CorePlus math courses were a waste of
four years.
Math
placement exam? Yes. Placed in MTH
1825, an algebra class for no credit (towards graduation requirement[s].)
Math tutoring in college? Yes. MTH 1825 Visit[ed] Math TA (teaching assistant)
during office hours for help on class
material..
15a) 2
Andover 107. 3.253.75
SAT M 500600 V 500600 UMAA
Social Science
·
My math courses in high
school barely prepared me for college.
I was very behind when it came to competitiveness and dealing with the
difficulty of taking a collegelevel Math course. [Respondent took Math 105, PreCalc.] I was taught difficult math ideas in high school but was never
taught the fundamentals!
Math
placement exam? Yes. Placed in the 5th percentile.
Math tutoring in college? Yes. Repeatedly went to
office hours for special attention from my teacher, a GSI.
15a) 2
Andover 112 3.754.00;
SAT M 500600 V 600700; ACT 2426;
NonMichiganPublic; Fine & Performing
Arts
·
My math experience in high
school was not advantageous. Although I
received good marks in the courses, they did not help prepare me for the SAT or
ACT . I can also positively affirm that
I remember almost nothing from those courses (CorePlus). I am very fortunate that I do not have to
take any seriously math based courses in college. My major does not require me to do so. The CorePlus math program
did not help me remember the elements and forms of algebra, calculus, geometry
and trigonometry for the long term.
Also, there was no permanent index to the formulas and equations
used. If I needed to look back on
something, I could only depend on my own notes. I guess no one took it into consideration the
fact that students might miss a few things in their note taking.
I learned the math and I studied it. The key, however, is that I learned it the
way the Coresystem presented it to me.
Years of solving long word and statistical problems does not seem to
help on the SAT’s. In the SAT booklet
you will find a few letters (A, b or c), a few numbers, and possibly a chart. There are no words and no reallife
situations presented. I’ve never been
superb at math, but CorePlus didn’t make me learn and retain it any
better.
Thankfully my parents read to me as a child. I can read, write and spell very, very
well. A skill I desperately needed for
those standardized tests.
Andover 126 2.753.25
ACT 2426 MSU Business
·
At Andover High School I was
required to take CorePlus when I was a freshman. The class has not prepared me for anything in college. I am currently finishing a math class at MSU that I will not receive credit for
[1825]. In this class we only use our
calculators to solve simple computations.
It is not acceptable to give answers produced by advanced calculator programs
as we were taught in high school. By
participating in the CorePlus program I was essentially handicapped when I
went to college. I don’t know where
this survey will take you, but it seems to me
that a positive effort is being made [by this survey] to evaluate the current
situations. Please keep me
informed of your progress.
Math
tutoring in high school? Yes. Only to prepare for a test that contained
subjects that I did not understand. I
went, probably once a month.
Math placement exam? Yes. Placed into Math 103
[College Algebra]
Math tutoring in college? Yes. Tutoring for
everything. I have much difficulty
understand[ing] math.
15a) 1
Andover 128 2.753.25
SAT M+V 9001000 SAT 1820
MSU Business
·
I received A’s B’s and a C
in math [in high school], but I still didn’t know anything in the lowest Math
class at State.
Math
placement exam? Yes. I placed [by?] one
point into regular Algebra, but they advised me to go into Intermediate Algebra.
15a) 2
Content of an email message sent in response to an
email query of mine.
I never received the questionnaire and would like to take
it. I will also tell you this, Not one
person who took the Math Core program is even close to prepared for college
level math, not even the Intermediate Algebra at MSU (unless they received help
from a tutor, or took extra math classes at OCC) I feel the Math Core Program at Andover is the (excuse my language)
dumbest thing the Bloomfield Hills School District has ever done. Most students who graduated from Andover do
not even know simple Algebra. I find it
idiotic that a school like Andover who has a 99% graduation record and about a
95% future college bound body changes their math program to one for students
planning not to go to college.
Last year, a math teacher at Andover told his Calc. class that
this was the last year Andover had any chance of doing good in the Quiz Bowl
because of the new math program. He
then turns around and tells our class that the Math Core program is great and
will prepare everyone for college.
Excuse my language but that was a bunch of bull %$&#. As you can
see, I am a little bit sour about this whole thing. As you will see if you haven't found out yet, is that Andover
screwed everyone who was forced to take the Math Core program, and is costing
parents extra money on math tutors, classes that shouldn't be needed (like MTH
1825 at State)...etc. It also wastes
students’ time. I must go, but if you
need anything else just ask.
Andover 132 3.253.75
ACT 2123 MSU Business
·
The Core Plus program was a
poor excuse of a math program. Because
of it, I am well behind all other students in Math at MSU, and have
struggled to the point where I have now failed a math class.
Math
placement exam? Yes. I was placed in algebra.
15a) 1
Content of an email message sent in response to an
email query of mine.
I seem to have misplaced the questionnaire that you
sent. You can send me another if you
like, but I will tell you right now that I am going to tear the math class to
pieces. I am going to give it all the
lowest marks because it was the most
ridiculous class, that made the majority worse math students than at other
schools, and has been the primary factor behind the failure of many students in
math thus far in college.
Andover 133 3.253.75
SAT M 600700 V 300400 ACT
1820 MSU Education
·
Math has been my strong
subject. I could simply understand
whatever I learned in math classes. So
I never spen[t] [a] long time studying for math, even before exams.
Math
placement exam? Yes. The score was 18. Placed into MTH 201, math investigation[s].
15a) 4
Andover 145 2.252.75
ACT 2123 MichiganPublic PreProfessional
·
I think the Core Plus
program does not help especially when you get to college.
Math
tutoring in college? Yes. Failing class, was not able to keep up with other
students.
15a) 1
Andover 146 2.753.25;
ACT 2123 MichiganPublic Undecided
·
Andover math left me totally
unprepared for college math.
Math
tutoring in college? Yes.
Trouble with Intermediate Algebra.
15a) 1
Andover 148 3.253.75
SAT M 700800 V 500600 UMAA
Undecided
·
I didn’t really like the new
[math] program we had in our high school.
It didn’t prepare me well for
college calculus.
15a) 1.5
Andover 150 3.253.75;
SAT M 400500 V 500600 ACT
2123 MSU Business:
·
I was not properly prepared
for College Math from the Core Plus program.
I never completely grasped the
concept of Algebra in college because of a lack of experience in high school.
Math
placement exam? Yes. Placed into
Algebra I.
Math tutoring in college? Yes. Algebra I  did not understand material..
15a) 2
Andover 152 3.253.75
MSU Liberal Arts/Business
·
I feel that the preparation
I received in High School with Core Plus was hardly adequate enough for College Algebra. I struggled with many basic mathematical principles that I should
have mastered in High School.
Math
tutoring in college? Yes. Algebra, because my High School Program was
so weak and I was having a hard time with Algebra.
15a) 1
Andover 154 2.753.25
SAT M 400500 V 500600 ACT 2123 MSU Business
·
The Core Plus system was
horrible to my learning. I don’t know
one person who was happy with it
besides the teachers.
Math
placement exam? Yes. I placed in College Algebra.
15a) 2
Andover 159 2.753.25
SAT M+V 9001000 ACT 2426
MSU PreProfessional:
·
I sometimes regret that I hadn’t
taken math very seriously over the past years.
I hear from my graduat[ing] class that Core Plus did not help in their
college math courses. I am planning to
go into the [...] field so I am going
to take math more seriously.
Summer
School. Algebra. 1996.
Andover 162 2.252.75 ACT 2123
MichiganPublic Social
Science
Math tutoring in college? Yes. Math, because I was not adequately prepared.
15a) 1
Andover 163.
3.253.75; SAT M 600700 V
600700; ACT 2729; MichiganPublic; Business
·
Core Plus taught me math
well; however, it did not teach me how to show my work. Because of that
I failed college math.
Math
placement exam? No. ACT placement.
15a) 3
Andover 164 3.253.75
ACT 3034 MSU
Science/PreProfessional:
·
Core Plus was useless. It helped me very little for college level
calculus.
Math
tutoring in high school? Yes. Just 2 sessions prior to ACT.
Math placement exam? Yes. Received a 36 out of 40.
15a) 2
Andover 168 2.252.75 Other
·
I don’t think the Math was
any good. It’s like going to a
restaurant and sampling every item from the buffet table and not having any main
course.
Math
tutoring in high school? Yes. Junior year.
Andover 178 3.754.00
ACT 2426 UMAA Social Science:
·
My high school math program
stunk. Andover should be ashamed for
hindering the futures of their students.!!
Math
tutoring in college? Yes. This semester because I am not comfortable
with my math ability.
15a) We’ll see!!
Andover 187 2.753.25
ACT 1820 MSU PreProfessional
·
The Core Plus math program
is the worst thing I could have taken.
I learned nothing I needed to know for college !!!
Math
placement exam? I placed into the
lowest, Math 1825 [Intermediate Algebra].
I scored a zero.
Math tutoring in college? Yes. Intermediate Algebra
by my math teacher there.
15a) 1
Andover 189 3.25375
ACT 2426 MSU Education
·
The high school math program
was good. The problems arose because
colleges haven’t restructured their math programs accordingly.
Math
tutoring in high school? Yes. 199697
Math placement exam? Yes. Scored below primary
math course. Had to take 1825 which is
no credit towards graduating.
15a) 3
Andover 190 3.253.75
ACT 2729 Private Science
·
High school math was easier
to apply to situations outside of the class.
College math [Respondent took College Algebra] has been completely
abstract.
15a) 3
Andover 191 3.253.75
SAT M+V 11001200 UMAA Business.
·
I have never been so
disappointed in a type of schooling such as this course. I am the epitome of mathematical ignorance
in a top ten [high] school with a 4.0 in math.
Math
tutoring in high school? Yes. 199697.
Also audited Algebra classes at OCC, 199697.
Math placement exam? Yes. PreCalc.
Math tutoring in college? Yes. My PreCalc. Class has far surpassed my capabilities and under standing in Math.
15a) 1
Andover 204
3.253.75 ACT 2123
UMAA Nursing
·
The math program in high
school did not sufficiently prepare me to continue in college level
mathematics!
Math
placement exam? PreCalc  failed  4%
15a) 3
Andover 205 2.753.25 ACT 1820
MSU Education
·
I took Core Plus all through
high school and it did not prepare me at all for college math. I should have learned basic algebra in the
9th grade and because of this program, I learned
it this past year. I know that many
others also struggled in college math and ended up in low math classes because
of Core Plus
Math
tutoring in high school? Yes. 199596.
Math placement exam? Yes. I was placed in Math
1825 or Intermediate Algebra.
Math tutoring in college? Yes. I received tutoring in College Algebra, because I had never
learned the material in high school.
15a) 1.5
. Andover 206 3.253.75 SAT M 500600 V 500600 UMAA Social
Science:
·
I’m horrible at math and do not
intend on taking any math courses in college.
However, I think it has much more to do with my interests and little to
do with my high school math background.
Math
placement exam? Yes. I fell into the 0  1 percentile (the last
percentile).
15a) N/A
Andover 207.
3.754.00; SAT M 500600 V
500600; ACT 2729; UMAA; Science
Math placement exam? Yes. Placed into
Precalculus. Scored 1 %tile.
Math tutoring in college? Yes. Algebra, through the
free tutoring through the University. I
didn’t know algebra.
15a) 1.5
Andover 209 3.253.75
SAT M 400500 V 500600 MSU
PreProfessional
·
My experience of math in
high school was a waste of my time! The
only reason I did good [in College Algebra] at MSU was because I took math
courses at OCC for audit.
Math
tutoring in high school? Yes. 199497.
Summer School
Algebra, 1996 and math at OCC, 1996, to get me ready for College Algebra
at MSU.
Math placement exam? Yes. Do not remember the
score, though I ended up guessing on a lot of the questions.
Math tutoring in college? Yes. Math. (College
Algebra), to improve my understanding of the course.
15a) 2 (only helped me by teaching me how to use
the TI82 Calculator)
Andover 213 2.753.25 ACT 1820
MSU Undecided
·
I did not enjoy Math at
Andover High School. I feel it did not
prepare me for College Math.
Math
placement exam? Yes. 3%/100%
15a) N/A
Andover 220 2252.75 ACT 1820
MichiganPublic Education
·
I did not have much success
in the Core Plus Math Program in High School. Since it wasn’t regular algebra
or calculus, it was difficult.
Math
placement exam? Yes. Beginner course. I will take [exam] over
again (didn’t take the class).
Andover 224 3.253.75
SAT M 600700 V 600700 UMAA
Liberal Arts
·
Core Plus may be a good idea
for noncollege bound students  but almost 100% of Andover’s [graduating]
classes go to college. I feel like I
was screwed over.
Summer
School. Algebra 1, summer before
freshman year.
Math placement exam? Yes. Received < the
10th %tile; placed in 105 (precalc).
Math tutoring in college? Yes. Math  I had no idea what was going on.
15a) 1
Andover 228 3.253.75 ACT 2123 MichiganPublic Fine & Performing Arts
·
My class (1997) was the
first class to use CorePlus, so the kinks were still being worked out. However, I do not feel I can hold a
conversation about math problems, using math vocabulary, due to the lack thereof
using CorePlus.
Math
placement exam? Yes. Placed in entering freshman math (basic).
15a) 3
Andover 229
3.253.75; SAT M 500600 V 700800; ACT 2729; MichiganPublic;
Communications
·
My Math teachers seemed to
make math a chore, rather than a subject to be learned and studied. I always ask “why” and “how”, and in math,
those questions were never answered. It
was always “Just do it!” That is a
large part of why I do not take an interest in math.
Summer
School? Yes
15a) 1
Andover 5
3.253.75 ACT 2426 UMAA
Social Science
·
Calculus at Michigan is not
hard, but the TA’s that teach it make it hard.
Exams are extremely difficult.
Math
placement exam? Yes. Placed in Calc. 115.
Math tutoring in college? Yes. Instructor was a Teaching
Assistant [and] was incapable of teaching
material well.
15a) 5
Andover 102.
3.253.75; ACT 2123 MSU
PreProfessional
Math tutoring in high school? Yes.
199395
Math placement exam? Not yet (I want to start from the lowest.)
Andover 109 3.253.75;
SAT M 500600 V 700800 UMAA
Liberal Arts
Andover 182 2.753.25
MSU Social Science
Math placement exam? Yes.
15a) 1
Andover 37
2.753.25 ACT 2729
UMAA Liberal Arts
·
The new math program has
made math difficult for many college students.
15a) 3 b) 3
Andover 41.
3.253.75; SAT M 600700 V
500600; ACT 3034; UMAA
PreProfessional
·
I was [one of few] to ever
take both Core Plus and “regular” math at Andover High School. Thus making me a “guinea pig” in this heated
debate. I have a lot of good views on
this so feel free to contact me.
PS I saw the article in the News
and I believe I can add to what was said.
Math
tutoring in high school? Yes. Geometry 199394. PreCalc 199596
Math placement exam? Yes. Placed into Calc.
I. I think I was the only Andover
student who took a CorePlus class to
place into Calc I (Math 115).
15a) 5 b)
N/A
Content of subsequent email message. My
views about Core Plus are not necessarily negative but I think more
constructive if anything. There are
some things about the program that are better than "traditional" and some that aren't and vice versa.
First, and I have thought this since the beginning, I don't
think that the high schools are in the authoritative
position to initiate a major change in the way that math is taught. The biggest argument
when Core Plus (CP) first came aboard was that it wouldn't complement what
colleges were teaching. That proved right, and the educators who
were firmly behind CP neglected to hear out
and respect the students’ and their parents' worries. An alternative route would have been to work in conjunction with universities and maybe have the
universities change first and then the high schools
would follow. I remember that I was
told in the beginning that CP is the new wave of mathematics and that it is the way everything will be in the
future...including colleges. Well,
guess what, I'm in college and there
isn't a CP program here, although some people
claim that “Harvard Calculus” (Math
115116 here) is a good fit with CP. I
will have to check this out further, but that still
leaves the schools that don’t feature reform calculus, and there are many of those, including many top schools.
I found that CP was
interesting, much more interesting than "Hey, let's do 199 odd and look in the back of the book for the
answers". It explained the “How”s,
“What”s, and “Why”s of the math
problems. Though what it forgot to do
is emphasize the mechanics of the problems.
The important steps were never
really emphasized. It seemed almost
like they were steering away from
directly solving the problem. Why beat
around the bush? I found myself a lot
of times using my past knowledge from
traditional classes to solve CP problems.
Maybe that's where I go wrong but
hey, a math program isn't supposed to make the student make adjustments to it,
it should be flexible enough for
anyone to respond to it. Working in
groups was often a bonus. Though a lot more teamwork and feedback is produced during
group work, it is also easy to have some members trail off into no man's land, and thus hindering the group's
performance, and their own.
From the start of my CP
class, I found the material quite insufficient. No practice problems, examples, and insufficient explanations were
all what I found as a problem with the thin color coded packets. Sometimes you
would have to rely on the explanation of your group but then would have
to question if the explanation was correct or not. Thus, slowing down the learning process.
In conclusion, I want to be
clear that I am not trying to insult the program. I do think that it could
be a useful method in Mathematics if presented correctly. I have a lot of respect for my high school and for what they strive to
do. I believe that Andover is amongst
the elite secondary schools in the nation, and for that I am proud of it. The faculty of Andover has always striven for the best, though it seems as if
they are selling themselves short with CP.
Andover 50 2.753.25
SAT M 600700 V 500600
UMAA PreProfessional
·
The traditional math courses
in high school helped me tremendously in my college calculus course. I cannot understand how someone without
these basic skills can take a college
level calculus course. In high school I
had many friends in the CorePlus program and by senior year they could not
even factor or do other basic mathematics which I learned in 8th grade! And
there were above 3.5 GPA students.
Personally, from experience and observation of my peers, I don’t think
there is a way to get around learning basic math skills. For example, when teaching a child to tell
time one does not need to impart the interworkings of a clock. The explanations of the “Why”s come much
later. after the fundamentals are in place.
It seems to me that this whole CorePlus movement is geared
toward the “laziest” common denominator.
It discriminates against those who want to excel in math and take the
time to learn/memorize the basics.
Where is the common sense in all of this? It is nonexistent. Where
else would you teach advanced concepts without the fundamentals? In life you have to start out with a base and
then move on to greater and more complicated things.
Do you teach a child thermodynamics when teaching them not
to touch a hot stove? No. You just teach them that the stove is hot,
don’t touch. 2+2 is 4 and 8x7 is 56. There’s no way to talk around it.
One just needs to memorize it.
If one doesn’t have this base, how can one move on to greater things like calculus. In collegelevel courses one can explain why
certain answers are arrived at, but at lowerlevel courses, explaining why 4+5
equals 9 is completely unnecessary!
Some people don’t seem to realize how this new approach has
sealed the fate on many students. They are so far behind that I doubt they will
ever be able to make up for what has been lost. I found the U of M placement test to be very basic. Any student with the fundamentals of algebra
and geometry should be able to either pass the test or at least get most of the
problems correct. However with many of
my “CorePlus friends,” this was not the case.
Some, even 3.9 students, received a near 10% score, if that, on their
placement test.
It seems quite obvious that many of the Bloomfield Hills CorePlus
students are illprepared for higher level learning. Shame on the Bloomfield Hills School District.
Math placement exam? Yes. I was placed in
Calculus 115.
15a) 5 b) 3
Andover 59
3.754.00 SAT M 700800 V
700800 UMAA Liberal Arts
·
I think the CorePlus
program stinks! It babysteps around the true concepts of math and instead kids
learn a ‘watereddown” version which they can’t really use. I feel very fortunate that I did not have to
take CorePlus classes. If you would
like to reach me for additional comments you may do so through email
[...]. Thanks.
Andover 62.
3.253.75 SAT M 600700 V
600700; NonMichiganPublic; Business
·
99% of my circle of friends
were part of the new math program implemented by Andover. My knowledge is that they are having an extremely
difficult time with college math courses and their SAT math scores were very
low. I feel that Andover should return
to the standard math curriculum and teaching of it.
Math
tutoring in high school? Yes.
Calculus. 199697.
15a) 5 b) 1
Andover 113 3.253.75
SAT M 700800 V 700800; ACT
3034 UMAA Engineering
·
I found that taking High
School Calculus helped a great deal when I took Calculus II. I also found that I performed much better on
standardized math exams than my peers who took Core Plus.
Math
placement exam? Yes. Score = 80%. Placed into Calculus II.
15a) 3 b) 5
Andover 116 2.753.25;
SAT M 600700 V 700800; ACT
3034 Other Fine & Performing Arts:
·
I enjoy math and enjoyed the
classes I took, but because I am going to an Art School, I am not required to
take Math courses. In eighth grade,
because ours was the first class to start the Math Core program in high school,
we were given a choice. If we got into
the advanced class, Algebra 1, we would continue on in the original, classic
Math program. I had no interest in
entering into a new experimental program, and so [I] worked extra hard to get
into the Advanced Algebra 1 class.
Luckily, I made it.
15a) 1 b) 1
Andover 151 3.754.25;
SAT M 700800 V 600700 ACT
3034 UMAA Engineering
·
I attended Andover during
the transition from the traditional math program (which I took) to
CorePlus. As a student at the UM
College of Engineering, I firmly believe that CorePlus does not
adequately prepare students planning to enter any field that requires math
(math, science, engineering, etc.).
Students [in Core Plus] depend too heavily on calculators, due to the
fact that they have no knowledge of the fundamental aspects of algebra. True, “CorePlus” may tie math in with
“realworld” situations, but problems in fields that require math are seldom
“realworld” situations.
Math
placement exam? Yes. Placed into Calculus. [Took higher level
course due to AP test score.]
15a) 5 b) 5
Andover
165 3.754.00; SAT M 600700 V 700800;
ACT 3034; UMAA; Science/ PreMed
·
I feel like I was one of the
lucky ones who escaped the horror of Core Plus. I’m not a math person and luckily I was able to do well enough in
high school to avoid as much [math] as possible in college; but if I was a
mathoriented student and I had had a CorePlus background, I’d be in BIG
TROUBLE.
Math
placement exam? Scored in 80th
percentile. Placed into Calc 115. (AP credit placed me out of Calc 115/116, though)
15a) 5 b)
5 (I haven’t taken a math class
yet, but I assume it would have helped.)
Andover 185 3.754.00;
SAT M 700800 V 700800 ACT
3034 UMAA Undecided
·
I really believe that having
specialized math classes (i.e. geometry, calculus, algebra, etc.), rather than
Core Plus classes, truly helped me in preparation for standardized tests.
15b) N/A
Andover 222
3.754.00 ACT 2426
UMAA Business
·
My experiences have led me
to believe that my high school math program prepared me for college and SAT/ACT
much better than [the] Core Plus Program.
Math
placement exam? Placed in Math
115/116 [Calc I/II]
15a) 5 b) 5
Andover 1 3.754.00; SAT M 600700 V 700800 ACT 3034
UMAA Science
Math placement exam? Yes. [Passed]
Andover 2
3.253.75 SAT M 700800 V 700800 ACT 3034
UMAA Engineering
·
Very good program [at
Andover]. Calc. teacher taught at and
involved with U of M, so he taught appropriate subjects and style for intended
U of M students.
Math
placement exam? Yes. Calc 116.
15a) 5 b) 5
Andover 15 3.754.00
SAT M 600700 V 600700 UMAA Liberal Arts
·
For the above two questions
(#15) I was considering physics a “math course” since I have not taken any others
in college.
Math
placement exam? Yes. Placed into Math 115, which is Calc. I.
15a) 4 b) 4
Andover 26 3.754.00 SAT M 600700 V 700800
UMAA PreProfessional
Math placement exam? Yes. Placed into Calc I
(115).
15a) 4 b) 2
Andover 28 3.754.00
SAT M 600700 V 600700
ACT 2729 UMAA
Science
·
I [was] definitely not
impressed with the quality of grad. student instructors (GSI’s) at the U of
M. There was a communication barrier
and I believe that the courses [Calc I&II] lacked a lot.
Math
tutoring in high school? Yes. Calculus BC. 1997
Math placement exam? Yes. I placed into Calculus
116. I opted to take Calc. 115 instead
so I would be more prepared.
15a) 3 b) 4
Andover 29 3.253.75 SAT M 600700 V
600700 UMAA Engineering
·
My 2nd Semester Calculus course
[Calc II] was identical; to my AP Calculus course [AB Calc.] in high school.
Math
placement exam? Yes. [No score given. Took Calc. II and Calc III]
15a) 3 b) 5
Andover 35 3.253.75 ACT 2729 UMAA Social Science
·
Because of taking calculus
(traditional) in high school and because of my teacher (Dr. Shelly), I was able
to slide through Calc 115  I barely studied while others failed  you were
expected to teach yourself
Math
placement exam? Yes. Placed into Calc. 115. Don’t know scores.
15a) 5 b) 5
Andover 44 3.754.00 ACT 3034
UMAA Business
·
Dr. Michael Shelly was an
excellent Calculus teacher (Andover High School). U of M need[s] more GSI’s that speak English.
Math
placement exam? Yes. Score  ?;
Math 115.
15a) 3 b) 5
Andover 46
3.253.75; SAT M 600700 V 600700 ACT 2729; UMAA Engineering
·
The division of subdivisions
within math helped my focus.
Furthermore, it helped me identify each subdivision in more complex math
courses.
Math
placement exam? Yes. Top 5%.
Math tutoring in college? Yes. Math 116, problems
with integrals.
15a) 5 b) 5
Andover 48 3.253.75 ACT 2729
UMAA Science
Math tutoring in high school? Yes. Algebra.
1995
Math placement exam? Yes. Placed into Calc.
115, but because of AP’s, I went into 116.
15a) 5 b) 5
Andover 58 3.253.75;
SAT M 600700 V 600700
UMAA Business
·
I was able to get by in High
School courses with severely limited knowledge and still pull a “B”.
Math
tutoring in high school? PreCalc. Junior year.
Math placement exam? Yes. Placed in low level
course. [Took Stat. 100].
15a) 2 b) 1
Andover 61 3.754.00 ACT 3034
UMAA PreProfessional
Math placement exam? Yes. I placed into Math
115 or Calc. I. [Took Calc. II.}
15a) 3 b) 5
Andover 85 3.754.00;
SAT M 700800 V 600700; ACT 3034;
Private; Science
Math placement exam? Yes. Calc.I/II Placement
Test: Calc. II
15a) 3 b) 5
Andover 88 2.753.25
SAT M 700800 V 700800
Other
Andover 96 3.253.75
SAT M 600700 V 600700
ACT 2729 UMAA
Science
·
The U of M Math department
is terrible.
Math
placement exam? Yes. Placed into Calc. 115. The highest possible placement without AP
credit.
15a) 3 b) 3
.Andover 103 3.754.00;
SAT M 600700 V 700800 ACT
3034 UMAA Liberal Arts
·
Calculus BC was the most
exciting and interesting course in high school. Although I think I would do well, I don’t plan on taking any math
courses in college.
Math
placement exam? Yes. I placed out of Calc. I and II.
15a) N/A b) N/A
Andover 104. 3.754.00
ACT 3034 Private Business
·
My high school math teachers
were wonderful. I learned more from
them than I did from my college professor.
Dr. Shelly was able to successfully explain concepts of calculus and
make it interesting at the same time.
15a) 5 b) 5
Andover 117 3.754.00; SAT M 700800 V 600700; ACT 3034
Private Social Science
·
I placed out of the calculus
courses that a majority of my college peers took freshman year.
Math
placement exam? AP tests served as
placement.
15a) N/A b) N/A
Andover 119 2.753.25 ACT
2426 Privateregional Engineering
Math placement exam? Yes. Scores were not
revealed but I was suggested to take PreCalc.
15a) 3 b) 3
Andover 127 3.754.00
SAT M 700800 V 500600 ACT
2729 UMAA Science
Math placement exam? Yes. Calculus placement.
15a) 4 b) 5
Andover 138 3.754.00
SAT M 600700 V 600700 ACT
2729 UMAA Business
·
My math experience in high
school was satisfactory; I was very fortunate to have had good teachers. As for college, I enjoyed Math 115 [Calc. I]
because the teacher was very thorough, but I disliked Math 116 [Calc. II]
because the teacher was very disorganized and didn’t seem to enjoy teaching. Teachers (rather than the curriculum) play
such a crucial role in my math education.
I would like to add, though, that I had no complaints about the
traditional math program.
Math
placement exam? Yes. Score 88%.
Placed into Calc. I.
15a) 4 b) 5
Andover 140 3.253.75
SAT M+V 11001200 ACT
2729 Other Fine & Performing
Arts
·
We had 3 levels of Math
achievement. I was placed in the
accelerated class and could never keep up!
Math
tutoring in high school? Yes.
Summer School?
Algebra.
Math tutoring in college? I will attend U of M in the Fall and will need a math
tutor.
15a) 3.5 b) 3.5
Andover 156 3.754.00
SAT M 600700 V 700800 UMAA Social Science
·
[A complimentary remark, by
comparison with other teachers, about Miss Cathy King.]
Math
placement exam? Yes. I was placed in 115. .
Math tutoring in college? Yes. Calc. To prove that I was at least making an effort
at trying to perform better on the exams.
15a) 2.5 b) 1
Andover 158 3.754.0
SAT M 700800 V 600700 ACT
3034 UMAA Science
·
I had 3 excellent years of
traditional high school math and one fair year of [...]. I was very well equipped to handle college
math, which was perhaps easier than that taken during high school.
Math
placement exam? Yes. [Doesn’t give
score. Placed in Multivariable Calculus because of AP score.]
15a) 5 b) 5
Andover 161 3.253.75
SAT M 700800 V 700800
ACT 3034 Private
Science
·
College math classes
(including calculus) and high school math, I believe, are entire[ly] different
endeavors. Although high school math should
be the basis and is necessary for further education in higher math, it does not
necessarily help in college math (taking into account only the curriculum).
15a) 1 b) 4
Andover 166
3.253.75; SAT M 600700 V
500600; ACT 2426; Private;
Social Science
·
Math has always been one of
my favorite subjects and I’ve enjoyed it throughout high school and college.
15a) 5 b) 5
Andover 176 3.253.75 SAT M 600700 V 500600
UMAA Science
·
I
was lucky enough in high school to have pretty good math courses with good
teachers. These math classes prepared
me for college math classes because I had a stable math background coming into
college.
Math
placement exam? Yes. Placed into Math 115.
15a) 4 b) 4
Andover 179
3.754.00 SAT M 70800 V 700800 Private unsure
15a) 4 b) 5
Andover 181 3.253.75 SAT M 700800
V 500600 ACT 2729 Privateregional
Social
Science
·
I found the math courses
prior to Calculus AB fairly easy.
15a) 3 b) 4
Andover 183 3.253.75
SAT M 700800 V 500600 ACT
2426 UMAA Business
·
I was forced to memorize
math concepts in High School and it wasn’t valuable to my learning. College math [Calc. I] has taught me to
learn and apply ideas. More beneficial.
Math
tutoring in high school? Yes. Geometry.
1994.
Math placement exam? Yes. I placed into Calc.
115
15a) 4 b) 4
Andover 198
3.253.75; SAT M 600700 V 500600
ACT 2729
NonMichiganPublic Science
Andover 219 3.754.00; SAT M 700800 V 500600; ACT
2729; UMAA; PreProfessional or Education
Math placement exam? Yes. 94th %tile
15b) N/A
Andover 221 3.253.75
SAT M 600700 V 600700 ACT
2729 UMAA Liberal Arts
Andover 232 3.253.75; SAT M 700800 V 700800; ACT
3034; UMAA Social Science
·
Calculus class [was] very
good at Andover. Michigan math program
is embarrassing. It is the worst thing
I have ever been a part of. The math
base [in Calc II] was ignored and short cuts were taught. The program is horrendous.
Math
placement exam? Yes. Basic
Algebra. 90th percentile?
Math tutoring in college? Yes. Calc. 116. From GSI to get better grade.
15a) 4 b) 5
Lahser 10
3253.75; SAT M 600700 V
600700; ACT 2729; Privateregional; Science/Engineering.
Math Placement Exam? Placed in Calc. I
15a) 4
Lahser 11 3.253.75
ACT 2123 MSU Liberal Arts
·
I dislike math. I feel as if I will never use any of it in
life later on. When will I ever use
Descartes’ Rule?
Math
tutoring in college? Yes. Math 1825 and
103, very bad in math.
15a) 3
.Lahser 34 2.753.25
ACT 2123 Other Nursing.
Math Placement Exam? Yes. Normal level for my
grade.
15a) 4
Lahser 38. 3.253.75; SAT M 500600 V 600700; ACT
2426; NonMichiganPublic; Communications
·
I lacked basic knowledge of
Calculus or Trig. [Respondent took neither in H.S.]
15a) 4
Lahser 46. 3.253.75;
SAT M 600700 V 600700; ACT 2426
UMAA Social
Science/Business
·
The Math. Dept. at U of M
doesn’t know how to teach. It is all
applied nonmemorized tests. [Respondent
took Calc 1.] The stuff in high school
is so easy and basic  you do problems that are
all the same. In college it is taking a
deeper understanding of that simple problem and using it in combination with others for something complex.
Math
Placement Exam? Yes. I was placed in
precalc. (105).
Math tutoring in college? Yes. Math Lab  for
homework question help.
15a) 2
Lahser 54
3.253.75; SAT M 500600 V
500600 ACT 2426 UMAA
PreProfessional
·
I thought my high school
prepared me well for all of my nonmath classes at U. of M.; however, the math classes at U of M are
supposed to be very hard, and I have heard people did not feel prepared for the
math classes at U. of M.
Math
Placement Exam? Yes. Placed into Math 105, which is equivalent to
precalc.
15a) 3
Lahser 64
2.252.75; SAT M 500600 V
400500; ACT 2123;
MichiganPublic; Business
·
I feel that I had a good
math experience in high school, but I think the math placement test given by [my University] was poor and did
not place me correctly into the math class I should have been in. [Respondent
evidently felt placement was too high, judging by grade received.]
Math Placement Exam? Yes. I was placed into finite math. 15a) 4
Lahser 68.
2.753.25; SAT M 600700 V 600700;
ACT 2123; MichiganPublic; Undecided
Math tutoring in high school? Yes.
Alg. II 199596.
Math Placement Exam? Yes. College Algebra.
15a) 3
Lahser 96 3.253.75
SAT M 600700 V 500600 ACT 2426 UMAA Social
Science
·
High school math course
needs to teach students how to solve and get right answer. Not just getting
the answer. [Respondent took Calc I].
Math
Placement Exam? Yes. Placed in Math 115 [Calc. I]. Passed exam with 95%.
15a) 4
Lahser 117 3.253.75 ACT
2123 MichiganPublic Nursing
·
Although I placed into only
Intermediate Algebra in College, I
found the class to be very easy and not challenging at all. I am sure I would have done fine in regular
College Algebra, but instead I have to take it this year.
Math
placement exam? Yes. Placed into Intermediate Algebra.
15a) 5
Lahser 136 2.753.25
MichiganPublic Education
·
I hate, hate, hate
math! I think that some Math courses
are pointless and will never be used.
Math
tutoring in high school? Yes. Algebra.
199394.
15a) N/A
Lahser
141 3.4 ACT 2123 UMAA Design
·
It was really hard for me to
understand some things in Math, but when you get a great teacher that will take
the time to help me, I can finally understand.
Math
tutoring in high school? Yes. Algebra 2.
Sophomore year.
Lahser 148 3.253.75 ACT 2729
MSU Business
15a) 3
Lahser 154
3.253.75 SAT M 500600 V
600700 ACT 2426 MSU
Fine & Performing Arts
Math Placement Exam? Yes. I was placed into Math 103
[College Algebra], the lowest credit math course.
15a) 3
Lahser 170
3.253.75 ACT 2426
UMAA Education
·
I just had a hard time in
PreCalc. but had a very easy time in Algebra II. I think it was the teaching style.
Math
Placement Exam? Placed into 105 or 115.
Math tutoring in college? Yes. I went in for math
help from my teacher during Math Lab and office hours.
15a) 4
Lahser 175 3.754.00
SAT M 600600 V 500600 ACT 2426 Private Science
Math tutoring in college? Yes. Calc 140  At [my
college] there are 3 levels of calculus.
I had the requirements for the
middle level; however, due to the extreme demands of the upper level (whose requirements were one year of calculus) the
majority of those students dropped down a level into my section. My professor
then stopped teaching to the level of the students (like myself who the class was intended for) and taught only to
the students that had already learned the material. Therefore the original
students (approx. 20) worked with the math intern assigned to our class. (Of the 20 of us, 13 changed our class grade to
pass/fail because we had no idea what was going on. [Respondent passed.]) I
have now just finished a summer class at OCC and have learned what I was supposed to have [learned] last year.
15a) 1
Lahser 195 2.252.75 ACT 1820
MichiganPublic
Engineering
Math tutoring in high school? Yes.
Algebra 1. Freshman year.
Math tutoring in college? Yes. Math 110, tutoring
to get help pass class.
15a) 4
Lahser 198 2.753.25
SAT M 500600 V 500600
Private Business/ Design
·
Minimal math  didn’t
prepare me well  need to catch up in college.
[Respondent took only Algebra 1 and Geometry in H.S.]
15a) 2
Lahser 206
[not given] ACT 2426 Other Fine and Performing Arts.
·
I am an art major  no math
in college.
Lahser 212 3.253.75
NonMichiganPublic Fine
& Performing Arts
·
It was fun.
Math
Placement Exam? Yes. Basic Math.
15a) 4
Lahser 219 3.253.75; SAT M 500600 V 700800 ; ACT
2729; MSU Communications/Business
·
I think there is still a sex
bias in which men are driven into the areas of math and science here and encouraged
to more than girls.
Math
tutoring in high school? Algebra
I 1992 (8th grade). PreCalc. 1997.
Math Placement Exam? Yes. I received an 11/20
 Placed in Math 110.[College Algebra and Finite Math.]
15a) 4
.Lahser 222 2.753.25 ACT 1820 Privateregional Education
15a) 3
Lahser 230 2.252.75
SAT M 500600 V 500600
MichiganPublic Nursing
·
It was overall pretty good;
I know that I’m bad at math, so my grades reflected the fact that I didn’t try
too hard. I need to put in extra time for
those classes.
Math
tutoring in high school? Yes. Spring,
1997, PreCalc. Fall, 1997, College
Algebra
Math placement exam? Yes. I was placed in Intermediate Math
Math tutoring in college? Yes. College Algebra,
because I was doing poorly in the class and I wanted to improve my grade.
15a) 5
Lahser 233
3.253.75 SAT M +V
11001200 ACT 2426 UMAA
Science
Math placement exam? Yes.. Math 105
(PreCalc). [Took Stat 100.]
15a) 3
Lahser 241
3.754.00 ACT 2426 MichiganPublic Science
and Liberal Arts
15a) 5
Lahser 250
2.252.75; SAT M 300400 V 600700; ACT
1820; NonMichiganPublic; Liberal
Arts
·
I am a horrible math student
(I have had trouble all throughout schooling.), but in high school I was in advanced English.
Math
tutoring in high school? Algebra I,
1994. Geometry, 1997.
Math Placement Exam? Yes. It was 30
questions. I failed.
15a) 1
Lahser 14 2.252.75 Other
Lahser 17 3.253.75 ACT 2426 MSU Business
·
I believe that by taking AP
Statistics senior year I scored poorly on the math placement test in college, because
I had not used general algebra for quite some time, but once I took algebra in
college [Math 103: College Algebra], it was very easy.
Math
placement exam? Raw Score: 10.
Eligible to enroll in Math 103, 110, 116 or 120.
15a) 5
Lahser 20. 2.753.25;
SAT M 600700 V 700800
NonMichiganPublic;
Communications
·
High school math departments
need to encourage, not discourage, girls to succeed and continue their mathematic[al]
careers.
15a) 4
Lahser 60 3.754.00
SAT M 600700 V 600700 ACT
3034 UMAA Business
Math placement exam? Yes. I scored in the
60th percentile and was placed in Calculus.
15a) 4
Lahser 62 3.754.00
SAT M 600700 V 500600 ACT
2426 UMAA Science
·
The tests in college (at
least at U of M) are MUCH harder than high school tests [Respondent took Calc I&II], which test only the concepts in a way
already studied. College tests test the
application of the concepts through story problems, ones different from any
already in the text.
Math
tutoring in high school? Yes. Algebra II, 199495. PreCalculus, 199596.
Math placement exam? Yes. Placed into Calculus I.
15a) 4
Lahser 74 3.75.4.00 SAT M+V
11001200; ACT 2729; MichiganPublic Business
·
Math was definitely not my
favorite class in high school. However,
I have really enjoyed the math courses I took in college. I like math a lot more now.
Math
placement exam? Yes. I don’t remember my score, but it was not
high enough to place into Calculus.
Math tutoring in college? Yes. Attended Supplemental
Instruction right after class, for group study and review.
15a) 4
Lahser 87
2.753.25 SAT M 600700 V
400500 ACT 2123 MSU
Engineering
15a) 3
Lahser 92 3.754.00
SAT M 600700 V 70080 ACT
3034 UMAA Liberal Arts
Math Placement Exam? Yes. Placed into
PreCalculus.
Lahser 101
2.753.25 SAT M 500600 V 500600 ACT 2426 MSU Science
·
College TA’s have been more
detrimental to my learning than helpful.
Most of my work has been on my own.
High School math was completely unhelpful.
Math
Placement Exam? Yes. [Score not given. Took Intro. College Algebra and College Algebra.]
15a) 2
Lahser 108 2.753.25;
SAT M 600700 V 60700;
Privateregional Social
Science/Business
·
High school math teachers
(at Lahser) were far better than those at [my college].
15a) 5
Lahser 127 3.253.75
SAT M 500600 V 500600
UMAA Science/Liberal Arts
·
In high school I learned in
math more from the teachers than in college.
However, I overall learned more in college because of tutoring. I think that the math program at U of M needs improvement. I along with many others did not learn
anything without help from others.
Math
tutoring in high school? Yes.
PreCalc. Junior Year.
Math placement exam? Yes. PreCalc.
Math tutoring in college? Yes. PreCalc., because they
don’t know how to teach math at all.
15a) 2
Lahser 142 3.253.75 SAT M 600700
V 700800 ACT 3034 Other; Liberal Arts
·
I didn’t do well in
precalc. Because, well, I didn’t really like it. So I didn’t do my homework. (Isn’t that terrible?) That’s why my grades went down.
Lahser 178 2.753.25 ACT 2426 NonMichiganPublic Liberal Arts
15a) 3
Lahser 186 2.753.25 ACT 2123 MichiganPublic Science/Education
·
Math classes taught do not
always apply back to life; because of that it is hard to learn what can’t be
applied.
15a) 3
Lahser 243
2.02.25
MichiganPublic
Engineering
·
Teachers who are
enthusiastic about their subject get a better response.
15a) 4
Lahser 2 3.754.00; SAT M 700800 V 700800; ACT 3034;
Private; Science
·
Calc. BC gives excellent
preparation for Multivariable Calc., other applications. I think it is very reasonable to cover
Algebra II/Trig/PreCalc. in three semesters instead of the traditional four,
leaving room to introduce Multivariable Calc. in Senior Year, if desired.
Math
placement exam? Yes. Credit received for Probability and
Statistics. Score around 130/200.
15a) 5 b) 5
Lahser 18 3.754.00 SAT M 700800 V
500600 ACT 2729 UMAA
Science
Math placement exam? Yes. Placed in the 97%
percentile or out of Calc. 116 [Calc. II].
15a) N/A b) N/A
Lahser 30 3.754.00 ACT 3034
MSU Engineering
·
I think there are gap[s]
between High School and College Math level[s].
15a) 1 b) 3
Lahser 32
3.253.75 SAT M 600700 V
600700 ACT 2729 UMAA
Science/PreProfessional
Math placement exam? Yes. Score of 99th
percentile.
15a) 5 b) 4
Lahser 71 3.253.75 SAT M 600700 V
500600 ACT 2426 UMAA
Science
·
Math in high school was very
easy and did not go very in depth. In
college we covered a broad variety of topics and went into greater detail. Teaching in college math courses are [read
“is”] very poor.
Math
placement exam? I scored in the top
20% of students and was placed into Calc. II because of the high score and AP test score.
15a) 3 b) 5
Lahser 77. 3.754.00 SAT M
700800 V 600700 Private; Science/Liberal Arts
·
Math is based on rules
whereas some other subjects (e.g. English) are based on connotations;
therefore, math needs to be taught (at least in the beginning) in a format
stressing rules rather than interconnections, which may be interesting,
but are confusing to the beginner.
Math
placement exam? Yes. More a test of
ability than for placement.
15a) 5 b) 5
Lahser 83
3.253.75 SAT M 600700 V
600700 MSU Engineering
Math tutoring in college? Yes. Help from my T.A.
15a) 4 b) 5
Lahser
95 3.754.00 SAT M 600700 V 700800 Private
Science
15a)
N/A b) 5 (I received 2
semester’s credit for Calculus.)
Lahser
106 3.754.00 SAT M 700800 V 600700 ACT 3034
UMAA Engineering
15a) 2 b) 4
Lahser 118
2.753.25; SAT M 600700 V [not given];
ACT 2123;
MichiganPublic; Business
Math placement exam? Yes. Placed into Algebra
2.
15a) 3 b) 1
Lahser 120
2.252.75 SAT M 600700 V
500600 ACT 2729 MSU
Business
·
Math was much harder in High
School than college.
Math
placement exam? Yes. I placed into the highest math, Calc. 132
15a) 5 b) 5
Lahser 139
2.753.25 SAT M 700800 V
500600 ACT 2729 UMAA
Business
Math placement exam? Yes. Placed into Calc.
116.
15a) 3 b) 5
Lahser 153
3.253.75 ACT 2426 MSU
Business
15a) 2 b) 4
Lahser 161
3.253.75 SAT M+V
12001300 ACT 2123 UMAA
Undeclared
15a) 4 b) 4
Lahser 162
3.754.00; SAT M 600700 V
700800; ACT 3034;
NonMichiganPublic; Education
Math placement exam? Yes. Placed into
Statistics.
15a) 2 b) 1
Lahser 165
3.253.75; SAT M 700800 V
700800 NonMichiganPublic; Science and Fine & Performing Arts
·
I feel that I learned almost
all of my high school math during Freshman and Sophomore years. [I did not mesh with my advanced math teacher’s ] teaching
style, which was more concerned with “Did you get the right answer?” than “Do
you know the method to get the right answer?”.
15a) 5 b) 2
Lahser 172.
3.754.00; SAT M 700800 V 700800; ACT 3034; UMAA; Science, Liberal Arts, Engineering
·
I wish we had learned
Abstract Algebra in High School, because it is the basis for many substantial
theoretical math courses in college (for math majors).
15a) 2 b) 3
Lahser 174
3.253.75 ACT 3034 NonMichiganPublic PreProfessional/Business
15a) 4 b) 4
Lahser 181 3.253.75; SAT M + V 12001300; ACT 2729; UMAA; Social Science/Science
Lahser 182
3253.75; SAT M 600700 V 600700 ACT 2729; NonMichiganPublic Science
15a) 4 b) 5
Lahser 185
3.754.00 ACT 2729 MichiganPublic Science
Math placement exam? Yes. Placed in Calc. I
15a) 5 b) 5
Lahser 191
3.754.00 ACT 2729 UMAA
Science
I hate numbers
and formulas. I only like people. T. Koehler was my teacher Senior year.
Per his absence most of the year, I was not able to expand and
strengthen my already feeble math skills Math placement exam? Yes. If you can’t tell, I
hate math and have a very bad memory. I
don’t keep track of scores either. I
almost passed into Calc, but not quite per placement exam. [Took Calc. I]
15a) 1 b) 1
Lahser 201
3.754.00 SAT M 700800 V
700800 UMAA Social Science
·
Math 115 [Calc. I] at U of M SUCKS. My graduate student instructor hardly spoke
English and never properly prepared us for exams.
Math
tutoring in high school? Yes. Geometry Honors, 199394. Calculus AB,
199697.
Math placement exam? Yes. Placed into 185
Calculus but only took 115 Calculus
15a) 3 b) 3
Lahser 202
3.253.75 SAT M 600700 V
600700 ACT 2729 MSU Engineering
·
My school district has
changed [its] math program (doesn’t offer Algebra 1 in BHMS) [the middle school
that feeds both high schools], and I’m very displeased since I don’t think kids
will be as well prepared for math classes at college. I know of kids that came from Andover High School who had a
change in their math program, and those kids are having a hard time at college
math. I also know of kids who came from
other areas that required taking 2 math classes for 1 year (usually geometry
and algebra), or that took Algebra 1 sooner than the rest, and I think that’s a
great idea. Personally, I think
teachers should concentrate more on math than they do, and try to help everyone
to excel at it, (although this is hard to do).
Maybe having more math teachers available from grade school on?
15a) 3 b) 5
Lahser 207.
3.754.00; SAT M 700800 V 700800;
ACT 3034; Private; Engineering
·
High School math did not
prepare me for the rigor of college math. [...]
15a) 3 b) 4
Lahser 209
3.754.00; SAT M 700800 V 700800 ACT 3034
UMAA Social Science
·
PreCalculus and Calculus
were a good foundation. The entrance
exam as well as the AP exam was approachable
because of the good math foundation I had Junior and Senior year, largely due
to the teacher’s capabilities.
Math
placement exam? Yes. Placed out of Calc. 1 & 2.
15a) 4 b)
4 (I didn’t take a specific math
course, but I did take courses for which I had to recall and apply high school math.)
Lahser 220
3.253.75; SAT M 700800 V 500600 ACT 2729
UMAA Engineering
·
I had some great
teachers. Mr. Dobosinski and Mr.
Koehler. They helped me a great deal, although to be truthful, math has
always [been] quite easy for me.
Math
placement exam? I got 97, give or take
3%.
15a) 3 b) 5
Lahser 236
3.754.00 SAT M 600700 V
700800 ACT 3034 UMAA
Liberal Arts
Math placement exam? Yes. Calc. II.
15a) N/A b) 2
Lahser 242
3.253.75 SAT M 600700 V
500600 ACT 2426 MSU
Business
15a) 3 b) 3
Lahser 245
3.754.00 SAT M 700800 V
700800 ACT 3034; Private
Science
·
My AP Calc. BC and AP
Statistics courses were very well taught and have really prepared me!
Math
placement exam? No. The AP’s were our placement tests.
15a) 4 b) 4
Lahser 252.
2.753.25; SAT M 600700 V 500600;
ACT 2123; NonMichiganPublic;
Business
·
I’ve always been good at
math. I like math. To me it just makes sense, and that is
exactly why Finance will be my major.
Math
placement exam? Yes. I placed right
below Calculus.
15a) 5 b) 3 (so far)
. Lahser 254
3.253.75 SAT M 500600 V
700800 ACT 3034 UMAA
Undecided
·
Calculus at UM really was
not a good experience. [Took Calc. I] Syllabus and method need revamping.
Math
placement exam? Yes. Placed into Calc. 115.
15a) 5 b) 5
Lahser
255 3.253.75 SAT M 700800 V 600700 ACT 3034 Private Science
* This is the original report, as issued in November 1998. An update will appear shortly. (G.B. 11/15/99)
[1] Address: Department of Mathematics, Wayne State University, Detroit, MI 48202
Telephone: 3135773178; email: greg@math.wayne.edu
[2] The American Mathematical Society and the Mathematical Association of America
[3] Another designation would be Trigonometry and Topics in Advanced Algebra.
[4] AP = Advanced Placement. Students taking these courses can then take AP exams, which, depending on their scores, entitles them to place out of college courses. There are two levels of AP Calculus courses, AB and BC.
[5] There is also “Reform Calculus” at the college (or high school) level, such as “Harvard Calculus”. However, it cannot be described as “Integrated,” since it strives to cover fewer topics than traditional calculus.
[6] This is from a letter from Harold Schoen to me concerning the difference between pilot and fieldtesting. The entire letter is in Appendix A.I.
[7] This is from excerpts of an email message sent by Marcia Weinhold; the excerpts can be found in Appendix A.II.
[8] WBSD is adjacent to BHSD and contains the greater part of West Bloomfield Township, plus the cities of Orchard Lake Village and Keego Harbor.
[9] BHSD did a survey of Andover parents’ opinions about CorePlus. See Appendix B.
[10] “Harvard Calculus” is a product of the Consortium based at Harvard. There are several versions. The one used at UMAA is Calculus, Single Variable 2nd ed., by HughesHallett, Gleason et al. There is a precalculus sibling, also used at UMAA: Functions Modeling Change: A Preparation for Calculus, by Connally, HughesHallett et al. The publisher is J. Wiley & Sons.
[11] Course descriptions for some lower division math courses at UMAA and MSU can be found in Appendix D.
[12] I don’t think that “Harvard Calculus” is “CorePlus goes to College,” as some would have you believe. For one thing, the former doesn’t integrate a lot of topics, and there is some pencil and paper algebra. The two do have some things in common, such as extensive use of graphing calculators, cooperative learning and “real world” problems.
[13] Of course other factors enter into advanced placement, but it is safe to assume that the accelerated students were, on average, better in math than those who weren’t.
[14] Detroit News, 1/27/97
[15] Birmingham Bloomfield Eccentric, 6/12/97
[16] In retrospect, I should have asked a question about how well they felt their high school math courses prepared them for college science courses, since this is a nontrivial issue as well.
[17] The Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics. They are currently under revision.
[18] Recall that “accelerated” refers to people taking Algebra I (or Core 1 in subsequent years at Andover) before the ninth grade.
[19] See Appendix A.I
[20] Since Social Science is considered part of Liberal Arts, when someone gives two majors, one in the former and one in the latter but not the former, they are reported simply as Liberal Arts.
[21] The Comments in Context are reported in a separate section following this one.
[22] See e.g. the comments in Andover 40, 42, 83, 107, 148, 5, 35, 138, 232; Lahser 46, 96, 62, 127.
[23] I don’t think that injecting algebra drill is a viable solution to what I consider to be the problems with CorePlus, in part because of the vast differences in approach of Core and the traditional method.
[24] Please note: I have included all responses.
Even those which had no comments.
The first line contains GPA, SAT, ACT,
college, and college major information. If comments were given in response to item 16, then they start on the second line, preceded by a “bullet” and written in boldface. Successive items are labeled. Other comments may be highlighted in italics or boldface.
[25] See also Appendix A.II.
[26] See also Lahser 202.