The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course

Autor/inn/en	Harwell, Michael; Post, Thomas R.; Cutler, Arnie; Maeda, Yukiko; Anderson, Edwin; Norman, Ke Wu; Medhanie, Amanuel
Titel	The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course
Quelle	In: American Educational Research Journal, 46 (2009) 1, S.203-231 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208323368
Schlagwörter	College Preparation; Mathematics Curriculum; Secondary School Mathematics; High School Students; College Freshmen; College Mathematics; Grades (Scholastic); Difficulty Level; Curriculum Evaluation; Mathematics Achievement + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienanfänger; Notenspiegel; Schwierigkeitsgrad; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation-funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10