Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools Report of the Content Panel for Mathematics (2002) / Chapter Skim
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2. Overview of the AP and IB Programs in Mathematics
2. Overview of the AP and IB Programs in Mathematics
Pages 5-15
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From page 5... ...
. THE ADVANCED PLACEMENT PROGRAM Since its inception in the 1950s, the goal of the AP program has been to offer interested, motivated, and well-prepared students the opportunity to tackle college-level material and to earn college credit while they are still in high school.
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From page 6... ...
AP courses are designed to represent generic introductory-level college courses. The determination of the content to include in AP calculus courses is based on information gathered from responses to an annual survey of college and university departments that offer general calculus courses in their institutions.
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From page 7... ...
Decisions about which AP calculus course an individual student should select are generally based on both the school's offerings and the individual's abilities, achievements, and mastery of the prerequisite material. The International Baccalaureate Diploma Programme The IB Diploma Programme, created in 196S, was originally designed to serve a geographically mobile population, primarily children of diplomats, who relocate frequently but do not want to lose the continuity of their educational experiences.
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From page 8... ...
IB offerings include four mathematics courses: Mathematical Studies Standard Level (SL) , Mathematical Methods SL, Mathematics Higher Level (HL)
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AP AND IB TEST DEVELOPMENT AP Program AP calculus examinations are designed by a development committee comprised of high school teachers and university faculty in consultation with statisticians and psychometricians who attempt to create examinations that meet accepted standards for technical quality (American Educational Research Association/American Psychological Association/National Council on Measurement in Education, 19991. The development process incorporates the judgments of both disciplinary and psychometric experts.
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From page 10... ...
502 .~ CONTENT PANEL REPORT BOX 2~] international Baccalaureate Mathematics Common Aims and Objectives AIMS · appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives · foster enjoyment from engaging in mathematical pursuits and develop an appreciation of the beauty, power, and usefulness of mathematics · develop mathematical knowledge, concepts, and principles · employ and refine the powers of abstraction and generalization · develop patience and persistence in problem solving · have an enhanced awareness of, and utilize the potential of, technological developments in a variety of mathematical contexts · communicate mathematically, both clearly and confidently, in a variety of contexts OBJECTIVES Having followed any one of the programmes in group 5 (mathematics)
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l Number and Algebra Functions and Equations Circular Functions and Trigonometry 4 Vector Geometry 5 Statistics and Probability 6 Calculus PART Ill: Options 1 0 hours 25 hours 1 5 hours 1 5 hours 20 hours 20 hours 35 hours Candidates are required to study all the sub-topics in one of the following options as listed in the Syllabus Details. 8 9 7 Statistical Methods Further Calculus Further Geometry PORTFOLIO 35 hours 35 hours 35 hours 10 hours Five assignments, based on different areas of the syllabus, representing the following three activities: ;~ · Mathematical investigation · Extended closed-problem solving · Mathematical modeling SOURCE: Adapted from IBO (1997)
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From page 12... ...
9 Statistics 10 Sets, Relations and Groups 1 1 Discrete Mathematics 12 Analysis and Approximation 13 Euclidean Geometry and Conic Sections PORTFOLIO hours hours hours 35 hours 35 hours 10 hours Five assignments, based on different areas of the syllabus, representing the following three activities: · mathematical investigation · extended closed-problem solving · mathematical modeling SOU RCE: Adapted from I SO (1 998a)
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The development committees are responsible for deciding the general content of the examination and the ability level to be tested. These percentages do not necessarily reflect the weighting of scores as a final examination grade is determined.
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The internal assessment is a portfolio that represents the teacher's formative assessment of students' practical work judged against established assessment criteria.~9 This component is conducted by teachers within the school environment and is moderated externally by the IBO. The Mathematical Methods SL portfolio consists of five assignments, based on different areas of the syllabus, representing the following three activities: mathematical investigation, extended closed-problem solving, and mathematical modeling.
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From page 15... ...
Information gained in this manner is used in the preparation of future examinations. Like the College Board, the IBO does not conduct systematic research to determine whether particular test items actually measure the cognitive processes they are intended to measure.
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