A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking

Autor/inn/en	Harwell, Michael R.; Post, Thomas R.; Medhanie, Amanuel; Dupuis, Danielle N.; LeBeau, Brandon
Titel	A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking
Quelle	In: Journal for Research in Mathematics Education, 44 (2013) 5, S.742-774 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	High Schools; Mathematics Instruction; Secondary School Mathematics; College Mathematics; Mathematics Curriculum; Mathematics Achievement; Course Selection (Students); College Curriculum; Secondary School Curriculum; Longitudinal Studies; College Preparation; Correlation; Calculus; Grades (Scholastic); Difficulty Level; Racial Differences; Ethnic Groups; Enrollment; Socioeconomic Status; Selective Admission; Quasiexperimental Design; Student Records; Predictor Variables + Suchen Sie Ihr Suchwort? High school; Oberschule; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Course selection; Student; Students; Kurswahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notenspiegel; Schwierigkeitsgrad; Rassenunterschied; Ethnie; Einschulung; Socio-economic status; Sozioökonomischer Status; Bildungsselektion; Schülerakte; Prädiktor
Abstract	This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level. Implications of these results for research and practice are discussed. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10