Articulation and Quantitative Literacy : A View from Inside Mathematics

@inproceedings{Madison2003ArticulationAQ,
  title={Articulation and Quantitative Literacy : A View from Inside Mathematics},
  author={Bernard L. Madison},
  year={2003}
}
Various voices concerned with K–16 educational alignment recently have called for greater coherence in U.S. education to make it easier and more efficient for students to pass from one level to the next, especially from school to college. Driven in part by demands for greater accountability, about half the states have created K–16 policy units that have produced curriculum frameworks, a plethora of standards, and high-stakes testing largely aimed at the K–12 sector (Kirst, see pp. 107–120… CONTINUE READING

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