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Preparation of Students Completing a Core-Plus or Commercially Developed High School Mathematics Curriculum for Intense College Mathematics Coursework.

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Title: Preparation of Students Completing a Core-Plus or Commercially Developed High School Mathematics Curriculum for Intense College Mathematics Coursework.
Authors: Harwell, MichaelR. (AUTHOR), Medhanie, Amanuel (AUTHOR), Post, ThomasR. (AUTHOR), Norman, Ke (AUTHOR), Dupuis, DanielleN. (AUTHOR)
Source: Journal of Experimental Education. 2012, Vol. 80 Issue 1, p96-112. 17p.
Subjects: Mathematics education (Higher), STEM education, Curriculum, Precalculus, Undergraduates, Longitudinal method
Abstract: The purpose of this study was to examine the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics. Mathematics course-taking and achievement data across 8 college semesters were analyzed for a sample of 1,588 students. Findings indicated that students (including science, technology, engineering, and mathematics majors) were equally prepared for intense college mathematics coursework regardless of which high school mathematics curriculum they completed. These findings inform high school mathematics curriculum adoption decisions for college-bound students, and college policies and practices for advising students enrolling in mathematics courses. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Preparation of Students Completing a Core-Plus or Commercially Developed High School Mathematics Curriculum for Intense College Mathematics Coursework.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2012, Vol. 80 Issue 1, p96-112. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+education+%28Higher%29%22">Mathematics education (Higher)</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Precalculus%22">Precalculus</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink>
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  Data: The purpose of this study was to examine the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics. Mathematics course-taking and achievement data across 8 college semesters were analyzed for a sample of 1,588 students. Findings indicated that students (including science, technology, engineering, and mathematics majors) were equally prepared for intense college mathematics coursework regardless of which high school mathematics curriculum they completed. These findings inform high school mathematics curriculum adoption decisions for college-bound students, and college policies and practices for advising students enrolling in mathematics courses. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220973.2011.567311
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        Text: English
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