This study evaluates literacy levels of education using senior high school mathematics textbooks. It uses content analysis, the latent approach and the evaluation research design, to study the costs and benefits of literacy instruction. The examination discusses demands for a literate society in the year 2000, estimates the level instruction to changes in student behavior, and correlates exposure with assessed student performance. The study specifically observes the codes and contents of mathematics textbooks adopted for use in Maryland's inner city public high school mathematics programs. It compares levels of literacy exposure in the Special Education, Regular and Honors programs. It evaluates mathematics education benefits and costs based on the students performance on functional mathematics tests; completion of minimum requirements for admission to college; and vocational certification. It compares the applicability of the mathematics to the demands of society in the year 2000.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8639 |
| Date | 01 January 1993 |
| Creators | Evans, Bernice Irene |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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