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Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S. – International Journal of Research in Education and Science, 2016

Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

Descriptors: Mathematical Models, STEM Education, Standardized Tests, Mathematics Achievement

Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra – American Secondary Education, 2017

Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

Descriptors: Transitional Programs, Secondary School Mathematics, College Mathematics, Calculus

Haynes, J. Chris; Stripling, Christopher T. – Journal of Agricultural Education, 2014

School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…

Descriptors: Mathematics Instruction, Teacher Effectiveness, Agricultural Education, Faculty Development

Travers, Steven T. – ProQuest LLC, 2017

Many developmental mathematics programs at community colleges in recent years have undergone a process of redesign in an attempt increase the historical poor rate of student successful completion of required developmental coursework. Various curriculum and instructional design models that incorporate methods of avoiding and accelerating the…

Descriptors: Statistical Analysis, Mathematics Instruction, Mathematics Anxiety, Acceleration (Education)

Grinstead, Mary L. – ProQuest LLC, 2013

This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent relationship between taking a minimum core number of mathematics courses and higher ACT scores (mathematics and composite) (ACT, Inc., 2012c). However, the extent to…

Descriptors: Advanced Courses, Advanced Placement, Mathematics Education, College Entrance Examinations

Sadler, Philip; Sonnert, Gerhard – Journal for Research in Mathematics Education, 2018

This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus-- (a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set…

Descriptors: Secondary School Mathematics, High School Students, Mathematics Instruction, Calculus

Shepherd, Mary D.; Selden, Annie; Selden, John – Mathematical Thinking and Learning: An International Journal, 2012

This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…

Descriptors: Reading Comprehension, Textbooks, Calculus, Undergraduate Students

Brown, Jennifer L.; Halpin, Glennelle; Halpin, Gerald – Higher Education Studies, 2015

The demand for STEM graduates has increased, but the number of incoming freshmen who declare a STEM major has remained stagnant. High school courses, such as calculus, can open or close the gate for students interested in careers in STEM. The purpose of this study was to determine if high school mathematics preparation was a significant…

Descriptors: Mathematics Achievement, Grade Point Average, Statistical Analysis, STEM Education

Childers, Annie Burns; Lu, Lianfang – Journal of Developmental Education, 2017

Failures of developmental mathematics education are no secret. As a response to improve the success of students enrolled in these courses, different redesign efforts have been implemented across the country. This study reports on one redesign effort that began in Fall 2012. The new design consisted of mastery learning in computer-based…

Descriptors: Computer Assisted Instruction, Mastery Learning, Remedial Mathematics, College Mathematics

Gaskins, Darlene – Online Submission, 2014

We need to come together as a team and become one system of total quality improvement regarding the education of our nation's children. In order to achieve a gold standard in the education of our nation's children, leadership has to be willing to go against the status quo and build bridges for long-term sustainable change. In order to survive,…

Descriptors: Academic Achievement, Program Effectiveness, Public Schools, Mathematics Achievement

Barnett, M.D.; Sonnert, G.; Sadler, P.M. – International Journal of Mathematical Education in Science and Technology, 2014

Relativizing the popular belief that student effort is the key to success, this article finds that effort in the most advanced mathematics course in US high schools is not consistently associated with college calculus performance. We distinguish two types of student effort: productive and ineffective efforts. Whereas the former carries the…

Descriptors: Calculus, Mathematics Achievement, Correlation, Advanced Courses

Post, Thomas R.; Medhanie, Amanuel; Harwell, Michael; Norman, Ke Wu; Dupuis, Danielle N.; Muchlinski, Thomas; Andersen, Edwin; Monson, Debra – Journal for Research in Mathematics Education, 2010

This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially…

Descriptors: High School Students, College Students, College Mathematics, Course Selection (Students)

Wakefield, Nathan; Champion, Joe; Bolkema, Jessalyn; Dailey, Douglas – International Journal of Research in Undergraduate Mathematics Education, 2018

The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students' performance in the courses, including a logistic regression model of pass/fail course achievement…

Descriptors: Algebra, Calculus, Mastery Learning, Mathematics Instruction

Dula, Mark E.; Lampley, Sandra A.; Lampley, James H. – Journal of Learning in Higher Education, 2018

The purpose of this study was to determine if the 1- and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students…

Descriptors: Undergraduate Students, Probability, Statistics, Academic Persistence

Guidry, Krisandra – Journal of Instructional Pedagogies, 2013

This study seeks to examine whether the predictors of success for students in an online quantitative course are different than those for an online qualitative course. Data were collected from students taking online courses offered by an AACSB accredited College of Business at a medium sized state university (total student population 7,000) in…

Descriptors: Predictor Variables, Academic Achievement, Success, Online Courses