Literaturnachweis - Detailanzeige
| Autor/in | Ma, Xin |
|---|---|
| Titel | Effects of Early Acceleration of Students in Mathematics on Taking Advanced Mathematics Coursework in High School |
| Quelle | In: Investigations in Mathematics Learning, 3 (2010) 1, S.43-63 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1947-7503 |
| Schlagwörter | Calculus; Acceleration (Education); Mathematics Instruction; Advanced Placement; High School Students; Program Effectiveness; Disadvantaged Youth; Course Selection (Students) |
| Abstract | Based on data from the Longitudinal Study of American Youth (LSAY), students were classified into high-, middle-, and low-ability students. The effects of early acceleration in mathematics on the most advanced mathematics coursework (precalculus and calculus) in high school were examined in each category. Results showed that although early acceleration did not promote the majority of accelerated students to participate in the most advanced mathematics coursework in high school, non-accelerated students were unlikely to pursue the most advanced mathematics coursework in high school at all. Early acceleration helped encourage students from some disadvantaged backgrounds to pursue the most advanced mathematics coursework in high school. Schools mattered to early acceleration, with more incidences of statistically significant variance among schools in taking the most advanced mathematics coursework for accelerated than non-accelerated students. (As Provided). |
| Anmerkungen | Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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