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1. Introduction
Pages 1-4

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From page 1...
... , and Further Mathematics SL.3 The panel's analysis was informed primarily by a range of program materials, such as published mission statements, course outlines, teacher guides, sample syllabi, released examinations, and scoring rubrics provided by the College Board and the IBO; scholarly research related to the teaching The mathematics panel is one of four panels convened by the parent committee. Each panel represented one of the four disciplines that were the focus of the committee's study: biology, chemistry, physics, and mathematics.
From page 2...
... and several studies that examined the subsequent performance of IB students in college.4 The panel found surprisingly few other data on AP and IB on which to base its evaluation.5 For example, little is known, except anecdotally, about how either program is implemented in U.S. high schools, including the instructional strategies and resources used in individual classrooms, the structure of the syllabi in different schools, the quantity and quality of the facilities available, the preparation of teachers who teach the courses, and the ways in which students are prepared prior to enrolling in AP calculus or advanced IB mathematics courses.
From page 3...
... While the IBO's collaborations with IB teachers are an important aspect of the development of IB programs and assessments, collaborations outside of the IBO network, for example, with professional disciplinary societies or colleges and universities, currently are not part of the approach taken to program development. As the IB program becomes more prominent in the 495
From page 4...
... The remainder of this report is organized into five chapters. Chapter 2 provides an overview of the AP and IB programs in mathematics.


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