The Effects of Mathematics Preparation and Mathematics Attitudes on College Calculus Performance

Autor/inn/en	Sonnert, Gerhard; Barnett, Melissa D.; Sadler, Philip M.
Titel	The Effects of Mathematics Preparation and Mathematics Attitudes on College Calculus Performance
Quelle	In: Journal for Research in Mathematics Education, 51 (2020) 1, S.105-125 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Education; College Mathematics; College Students; Mathematics Achievement; Calculus; Student Attitudes; Introductory Courses; Grades (Scholastic); Achievement Gains; Outcomes of Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Collegestudent; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schülerverhalten; Einführungskurs; Notenspiegel; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg
Abstract	Students' attitudes toward mathematics and the strength of their mathematics preparation typically go hand in hand such that their specific effects are difficult to disentangle. Employing the method of propensity weighting of a continuous variable, we built hierarchical linear models in which mathematics attitudes and preparation are uncorrelated. Data used came from a national survey of U.S. college students taking introductory calculus (N = 5,676). A 1-standard-deviation increase in mathematics preparation predicted a 4.72-point higher college calculus grade, whereas a 1-standard-deviation increase in mathematics attitudes resulted in a 3.15-point gain. Thus, the effect of mathematics preparation was about 1.5 times that of mathematics attitudes. The two variables did not interact, nor was there any interaction between gender and these variables. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01