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ERIC Number: EJ932677
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1051-1970
High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance
Norman, Ke Wu; Medhanie, Amanuel G.; Harwell, Michael R.; Anderson, Edwin; Post, Thomas R.
PRIMUS, v21 n5 p434-455 2011
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)