California Algebra 2 PDF Download
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Author:
Publisher:
ISBN: 9780132031240
Category : Algebra
Languages : en
Pages : 0
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Book Description
Author:
Publisher:
ISBN: 9780132031240
Category : Algebra
Languages : en
Pages : 0
Get Book Here
Book Description
Author: California. Curriculum Development and Supplemental Materials Commission
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 356
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Book Description
Author: Andrew Hacker
Publisher: New Press, The
ISBN: 1620970694
Category : Education
Languages : en
Pages : 257
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Book Description
A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780078279997
Category : Mathematics
Languages : en
Pages : 0
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Book Description
Glencoe Algebra 2 strengthens student understanding and provides the tools students need to succeed , from the first day your students begin to learn the vocabulary of algebra until the day they take final exams and standardized tests.
Author: Judy Kysh
Publisher:
ISBN: 9781931287784
Category : Mathematics
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN: 9780544385924
Category :
Languages : en
Pages : 1352
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Book Description
Author: John A. Carter
Publisher:
ISBN: 9780076603015
Category : Algebra
Languages : en
Pages : 192
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Book Description
Study Guide and Intervention/Practice Workbook provides vocabulary, key concepts, additional worked out examples and exercises to help students who need additional instruction or who have been absent.
Author: Ron Larson
Publisher:
ISBN: 9781642451061
Category : Algebra
Languages : en
Pages : 654
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Book Description
Author: Jet Propulsion Laboratory (U.S.)
Publisher:
ISBN:
Category : Jet propulsion
Languages : en
Pages : 60
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Book Description
Author: Angela Torres
Publisher: Corwin Press
ISBN: 1071913786
Category : Education
Languages : en
Pages : 194
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Book Description
Create a pathway to equity by detracking mathematics The tracked mathematics system has been operating in US schools for decades. However, research demonstrates negative effects on subgroups of students by keeping them in a single math track, thereby denying them access to rigorous coursework needed for college and career readiness. The journey to change this involves confronting some long-standing beliefs and structures in education. When supported with the right structures, instructional shifts, coalition building, and educator training and support, the detracking of mathematics courses can be a primary pathway to equity. The ultimate goal is to increase more students’ access to and achievement in higher levels of mathematics learning–especially for students who are historically marginalized. Based on the stories and lessons learned from the San Francisco Unified School District educators who have talked the talk and walked the walk, this book provides a model for all those involved in taking on detracking efforts from policymakers and school administrators, to math coaches and teachers. By sharing stories of real-world examples, lessons learned, and prompts to provoke discussion about your own context, the book walks you through: Designing and gaining support for a policy of detracked math courses Implementing the policy through practical shifts in scheduling, curriculum, professional development, and coaching Supporting and improving the policy through continuous research, monitoring, and maintenance. This book offers the big ideas that help you in your own unique journey to advance equity in your school or district’s mathematics education and also provides practical information to help students in a detracked system thrive.
