| Statement of the problem. The purpose of this study was to investigate the pilot Applied Mathematics program at Marietta High School. Applied Mathematics students and algebra I students of comparable aptitude and background were examined to ascertain any similarities and differences between the groups in algebra competencies, perceptions of mathematics, attributions for success or failure in their respective courses, and in the communication of mathematics.; As a case study involving quantitative and qualitative methods, it was a blend of the analytic scientist and particular humanist paradigms (Mitroff & Kilmann, 1978). Constructivism (Anderson, 1982) provided a theoretical framework for this study.; This study investigated the following research questions: (a) Do students having completed 2 years of Applied Mathematics score as well as students having completed one year of algebra I on a standardized algebra I test? (b) How do the scores of those same 2 groups of students compare on the Georgia Graduation Test? (c) Do the Applied Mathematics students perceive mathematics more positively than do the algebra I students? (d) To what do the two groups of students attribute their success or failure in their respective courses? (e) Do the two groups of students display differences in the written communication of mathematics? (f) What are the perceptions and observations of the Applied Mathematics teachers?; Methodology. Seventeen Applied Mathematics students and 17 algebra I students were administered the University of Chicago School Mathematics Project (UCSMP) Algebra I Test, the Georgia Graduation Test, the Perceptions of Mathematics Questionnaire, the Mathematics Attribution Scale, and a writing assignment. Two Applied Mathematics teachers were interviewed. Data were analyzed descriptively; similarities and differences between the groups were identified and discussed.; Results. The Applied Mathematics students scored higher than the algebra I students on 10 of the 14 algebra competencies measured by the UCSMP Algebra I Test. There was no significant difference between the two groups' performances on the Georgia Graduation Test. Applied Mathematics students indicated more positive feelings about mathematics. Both groups attributed their success in mathematics to factors outside their control. Both groups of students received low ratings on their writing samples. The Applied Mathematics teachers indicated that the course was a positive alternative to mathematics courses that have been offered to non-college-bound students in the past.; Conclusions. There is evidence that the constructivist learning environment created in the Applied Mathematics class produced some positive results. The Applied Mathematics students were more proficient in algebra, perceived mathematics more positively than algebra students, attributed their success to their environment, and were as well prepared for the graduation test as the algebra students. Their writing deficiencies were evident but were similar to those demonstrated by the algebra students. The Applied Mathematics teachers perceived the course to be a positive alternative to general mathematics courses that have been offered in the past to students of this aptitude. |
