id: 06454546
dt: j
an: 2015d.00343
au: Harwell, Michael R.; Post, Thomas R.; Medhanie, Amanuel; Dupuis, Danielle
N.; LeBeau, Brandon
ti: A multi-institutional study of high school mathematics curricula and
college mathematics achievement and course taking.
so: J. Res. Math. Educ. 44, No. 5, 742-774 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D34 D35 C35 C25
ut: high schools; college mathematics; curriculum; achievement; course
selection; college preparation; correlation; calculus; difficulty
level; socioeconomic status; integrated curriculum
ci:
li: http://www.nctm.org/publications/article.aspx?id=39743
ab: Summary: This study examined the relationship between high school
mathematics curricula and student achievement and course-taking
patterns over 4 years of college course taking for a sample of over
10,000 students from 32 postsecondary 4-year institutions. Three types
of curricula were studied: National Science Foundation (NSF) funded
curricula, the University of Chicago School Mathematics Project
curriculum, and commercially developed curricula. The major result was
that high school mathematics curricula were unrelated to college
mathematics achievement or studentsâ€™ course-taking patterns for
students who began college with precalculus (college algebra) or a more
difficult course. However, students of the NSF-funded curricula were
statistically more likely to begin their college mathematics at the
developmental level. Implications of these results for research and
practice are discussed.
rv: