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High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance

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Title: High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance
Language: English
Authors: Norman, Ke Wu, Medhanie, Amanuel G., Harwell, Michael R., Anderson, Edwin, Post, Thomas R.
Source: PRIMUS. 2011 21(5):434-455.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Descriptors: High Schools, College Mathematics, Student Placement, Mathematics Curriculum, College Preparation, Correlation, College Students, Difficulty Level, Mathematics Achievement, College Entrance Examinations
Geographic Terms: United States
Assessment and Survey Identifiers: ACT Assessment, SAT (College Admission Test)
DOI: 10.1080/10511970903261902
ISSN: 1051-1970
Abstract: Recent "math wars" have drawn attention to how well various high school mathematics curricula prepare students for college-level mathematics. The purpose of this study was to investigate the relationship between the high school mathematics curricula and students' post-secondary mathematics placement recommendation, specifically how students responded to the mathematics placement recommendations and the students' performance in the first college mathematics class. The results showed no relationship between students' participation in a particular high school mathematics curriculum and mathematics placement recommendation, or between student high school mathematics curriculum and students' responses to a university mathematics placement recommendation. However, students who took a more/less difficult class than what was recommended achieved significantly lower/higher grades than those who followed the recommendation. The findings have implications for high school mathematics curricula selection, post-secondary student placement, and future research in this area. (Contains 3 tables.)
Abstractor: As Provided
Number of References: 60
Entry Date: 2011
Accession Number: EJ932677
Database: ERIC
FullText Text:
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  Data: High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance
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  Data: <searchLink fieldCode="AR" term="%22Norman%2C+Ke+Wu%22">Norman, Ke Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Medhanie%2C+Amanuel+G%2E%22">Medhanie, Amanuel G.</searchLink><br /><searchLink fieldCode="AR" term="%22Harwell%2C+Michael+R%2E%22">Harwell, Michael R.</searchLink><br /><searchLink fieldCode="AR" term="%22Anderson%2C+Edwin%22">Anderson, Edwin</searchLink><br /><searchLink fieldCode="AR" term="%22Post%2C+Thomas+R%2E%22">Post, Thomas R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22PRIMUS%22"><i>PRIMUS</i></searchLink>. 2011 21(5):434-455.
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink>
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  Data: 10.1080/10511970903261902
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  Data: 1051-1970
– Name: Abstract
  Label: Abstract
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  Data: Recent "math wars" have drawn attention to how well various high school mathematics curricula prepare students for college-level mathematics. The purpose of this study was to investigate the relationship between the high school mathematics curricula and students' post-secondary mathematics placement recommendation, specifically how students responded to the mathematics placement recommendations and the students' performance in the first college mathematics class. The results showed no relationship between students' participation in a particular high school mathematics curriculum and mathematics placement recommendation, or between student high school mathematics curriculum and students' responses to a university mathematics placement recommendation. However, students who took a more/less difficult class than what was recommended achieved significantly lower/higher grades than those who followed the recommendation. The findings have implications for high school mathematics curricula selection, post-secondary student placement, and future research in this area. (Contains 3 tables.)
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  Data: 2011
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  Label: Accession Number
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  Data: EJ932677
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ932677
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        Value: 10.1080/10511970903261902
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 434
    Subjects:
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: College Mathematics
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      – SubjectFull: Student Placement
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: College Entrance Examinations
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      – SubjectFull: United States
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      – SubjectFull: ACT Assessment
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      – SubjectFull: SAT (College Admission Test)
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      – TitleFull: High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance
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