Abstract
ABSTRACT The study of advanced mathematics in secondary school is an important threshold. Especially affected is the further academic success of inner-city students. These are minority and/or new immigrant students and those from low-income families. Many inner-city schools lack a strong curriculum, often including no opportunity to study calculus. This article reports on a long-term collaborative effort between Northeastern University and inner-city high schools in Boston. This resulted in a wide-spread introduction of reform calculus classes in schools previously lacking calculus.
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