Pathways to Calculus in U.S. High Schools

Autor/inn/en	Champion, Joe; Mesa, Vilma
Titel	Pathways to Calculus in U.S. High Schools
Quelle	In: PRIMUS, 28 (2018) 6, S.508-527 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2017.1315473
Schlagwörter	Calculus; Mathematics Instruction; Longitudinal Studies; High School Students; Secondary School Mathematics; Grade 9; Student Characteristics; Student Placement; Self Efficacy; Socioeconomic Status; Mathematics Achievement; Gender Differences; Ethnicity; Disproportionate Representation; Algebra; Geometry; Trigonometry + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Schülerpraktikum; Self-efficacy; Selbstwirksamkeit; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ethnizität; Geometrie; Trigonometrie
Abstract	In this paper, we present findings from a preliminary analysis of transcript data in the High School Longitudinal Study (HSLS:09), a large-scale longitudinal investigation of academic achievement among U.S. high school students. Using proportional flow diagrams of course-taking patterns, we illustrate differences in calculus completion associated with non-malleable student characteristics such as ethnicity, gender, and socioeconomic status (SES), as well as malleable student characteristics, such as knowledge of mathematics in ninth grade, the level of mathematics course they take in ninth grade, and self-efficacy. Confirming and extending findings from prior literature, we conclude that "tracks" through high school mathematics curriculum, together with students' ethnicity, SES, and self-efficacy, converge as important factors associated with which of the approximately 19% of high school students complete calculus in high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01