Understanding the Relationship between Mathematics and Science Coursework Patterns

Autor/in	Ma, Xin
Titel	Understanding the Relationship between Mathematics and Science Coursework Patterns
Quelle	In: Teachers College Record, 111 (2009) 9, S.2101-2126 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Mathematics Instruction; High School Students; Graduation Requirements; School Counseling; Science Curriculum; Secondary School Science; Secondary School Mathematics; Correlation; Science Instruction; State Standards; Advanced Courses; Course Selection (Students) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschlussordnung; School counselling; Pädagogische Beratung; Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fortgeschrittenenunterricht; Course selection; Kurswahl
Abstract	Background/Context: There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study: The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design: Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science coursework patterns. Findings/Results: Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited nonadvanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations: State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10