Thesis

Examination of high school mathematics pathways: integrated versus traditional

With the advent of Common Core State Standards mathematics education in the United States has been experiencing a paradigm shift in the structure in which mathematics classes are organized. This study explored the difference between the traditional United States pathway of Algebra 1, Geometry, and Algebra 2 versus the international pathway, Integrated Mathematics 1, Integrated Mathematics 2, and Integrated Mathematics 3. Specifically this study investigated if there was a difference in academic achievement between the two pathways. This study examined students in five sections of Algebra 1 in the 2013-2014 school year and seven sections of Integrated Mathematics 1 in the 2014-2015 school year. Although there were multiple teachers, these classes were all taught at the same level and each subject used the same curriculum. This study used the seventh grade California Standards Test (CST) as the baseline for the students and then used quarterly benchmark exams from quarters one and two to determine if there was a difference in academic achievement between the two pathways. Results indicated that the Algebra 1 students scored better than the Integrated Mathematics 1 students on the quarter one and two benchmarks.

Relationships

Items