The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course
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| Title: | The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course |
|---|---|
| Language: | English |
| Authors: | Harwell, Michael, Post, Thomas R., Cutler, Arnie, Maeda, Yukiko, Anderson, Edwin, Norman, Ke Wu, Medhanie, Amanuel |
| Source: | American Educational Research Journal. 2009 46(1):203-231. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Higher Education Postsecondary Education Secondary Education |
| Descriptors: | College Preparation, Mathematics Curriculum, Secondary School Mathematics, High School Students, College Freshmen, College Mathematics, Grades (Scholastic), Difficulty Level, Curriculum Evaluation, Mathematics Achievement |
| DOI: | 10.3102/0002831208323368 |
| ISSN: | 0002-8312 |
| Abstract: | The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation-funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area. (Contains 5 tables and 1 note.) |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2009 |
| Accession Number: | EJ830881 |
| Database: | ERIC |
| Abstract: | The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation-funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area. (Contains 5 tables and 1 note.) |
|---|---|
| ISSN: | 0002-8312 |
| DOI: | 10.3102/0002831208323368 |
