Requiring Mathematics Courses: Not the Right Approach. A Case Study
Diment, Gregory S.
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While at Frankenmuth High School, I worked under the supervision of Warren "Whitey" Wilson and Kim Wininger, both members of the Mathematics staff that included a total of four and one half positions. My responsibilities provided me with a chance to experience a wide range of classes and students. I took full control of three classes and observed several others. I taught Computer Concepts, a computer class for BASIC programming that was comprised entirely of seniors and mostly highly motivated students; a Algebra II class of junior and senior students that covered the second year of algebra and trigonometry; and a Tech Algebra I class of freshmen. The Tech Algebra program at Frankenmuth High School was designed five years ago to enable lower ability students a chance to learn algebra at a slower pace and without the depth that the regular algebra track provides. The Tech Algebra class takes three semesters to cover essentially the same material that the regular algebra class learns in two semesters. In addition to those three classes, I also taught an adult education Computer I class for six weeks, and was involved in other functions at the school outside of the classroom.