THE ACADEMIC HISTORY AND PROGRESSION OF A BASIC ALGEBRA STUDENT: A CASE STUDY OF D.
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In order to fulfill the graduation requirements of Kalamazoo College, and also to fulfill the State of Michigan Secondary Education Certification Requirements, I chose to do my student teaching in mathematics. I appl ied for and received a position at FranKl in High School in Livonia. Under the guidance and supervision of Mr. Eugene Krzeminski, I taught two basic algebra classes and two accelerated analysis classes. Basic algebra is a class for ninth and tenth graders who were not ready for algebra one. The basic algebra course is the second course in the general math program. The accelerated analysis class is for eleventh and twelfth graders in the advanced placement curriculum. These students must be invited into the accelerated program, and they may be asked to leave if their grades fall below a C in a course. The students in the accelerated analysis class were self-motivated, were interested in mathematics, and were fun to teach. The student I chose for my case study was in one of my basic algebra classes. II. Case Study For my case study, I followed the development of "D." I kept records of his activities in class (both positive and negative), his behavior, and his academic progress in my class. I researched his CA39 file from grade school as well as his first year of high school. I noticed ~l that he was not making an effort in all of his classes, and not only in my class.