To Math or Not to Math: The Algebra-Calculus Pipeline and Postsecondary Mathematics Remediation

Autor/in	Showalter, Daniel A.
Titel	To Math or Not to Math: The Algebra-Calculus Pipeline and Postsecondary Mathematics Remediation
Quelle	In: Journal of Experimental Education, 85 (2017) 4, S.674-688 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1299080
Schlagwörter	Algebra; Calculus; Mathematics Instruction; Remedial Mathematics; High School Students; Secondary School Mathematics; Student Placement; Regression (Statistics); Predictor Variables; Probability; College Bound Students; Graduation Requirements; High School Graduates; College Mathematics; Student Surveys; Trigonometry + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerpraktikum; Regression; Regressionsanalyse; Prädiktor; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Abschlussordnung; Graduate; Graduates; Absolvent; Absolventin; Schülerbefragung; Trigonometrie
Abstract	This article reports on a study designed to estimate the effect of high school coursetaking in the algebra-calculus pipeline on the likelihood of placing out of postsecondary remedial mathematics. A nonparametric variant of propensity score analysis was used on a nationally representative data set to remove selection bias and test for an effect among all comparable students and among students least likely to enroll in precalculus, trigonometry, or calculus. The effect failed to reach practical significance among all comparable students and was particularly weak among students least likely to take precalculus, trigonometry, or calculus. These findings suggest that the regression-based results that factor strongly into discussions on high school graduation requirements for mathematics coursetaking contain substantial selection bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01