Predicting Student Growth in Mathematical Content Knowledge.
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| Title: | Predicting Student Growth in Mathematical Content Knowledge. |
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| Authors: | Wilkins, Jesse L. M., Xin Ma |
| Source: | Journal of Educational Research. May/Jun2002, Vol. 95 Issue 5, p288-298. 11p. 5 Charts. |
| Subjects: | Learning, Academic achievement |
| Abstract: | ABSTRACT Using national longitudinal data, the authors investigated factors related to student learning or growth in statistics, algebra, and geometry in middle school and high school. The authors used hierarchical linear models to model variation in student rate of growth with factors associated with student characteristics and instructional and environmental factors. In addition, the authors designed the study to identify factors that differentially affect student growth at different levels of secondary school (middle school vs. high school) and for different mathematical content areas (statistics, algebra, geometry). Results indicated substantial growth in all 3 content areas in both middle school and high school. Factors related to student learning were identified and found to differ by level of secondary school and content area. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | ABSTRACT Using national longitudinal data, the authors investigated factors related to student learning or growth in statistics, algebra, and geometry in middle school and high school. The authors used hierarchical linear models to model variation in student rate of growth with factors associated with student characteristics and instructional and environmental factors. In addition, the authors designed the study to identify factors that differentially affect student growth at different levels of secondary school (middle school vs. high school) and for different mathematical content areas (statistics, algebra, geometry). Results indicated substantial growth in all 3 content areas in both middle school and high school. Factors related to student learning were identified and found to differ by level of secondary school and content area. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220670209596602 |
