A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking

Author:
Michael R. Harwell University of Minnesota

Search for other papers by Michael R. Harwell in
Current site
Google Scholar
PubMed Close
,
Thomas R. Post University of Minnesota

Search for other papers by Thomas R. Post in
Current site
Google Scholar
PubMed Close
,
Amanuel Medhanie University of Minnesota

Search for other papers by Amanuel Medhanie in
Current site
Google Scholar
PubMed Close
,
Danielle N. Dupuis University of Minnesota

Search for other papers by Danielle N. Dupuis in
Current site
Google Scholar
PubMed Close
, and
Brandon LeBeau University of Minnesota

Search for other papers by Brandon LeBeau in
Current site
Google Scholar
PubMed Close
Volume/Issue:
Volume 44: Issue 5
Page(s):
742–774
DOI:
https://doi.org/10.5951/jresematheduc.44.5.0742
Restricted access
NCTM members GET ACCESS here
Subjects:
Grade(s) or Audience, Grades 9-12, Ninth, Tenth, Eleventh, Twelfth, Research, Research Study
Keywords:
Achievement; College mathematics; Integrated curricula; Large-scale studies; Longitudinal studies; Mathematics education

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.

Contributor Notes

Michael R. Harwell, Department of Educational Psychology, University of Minnesota, 56 East River Road, Room 176, Minneapolis, MN 55455; harwe001@umn.edu

Thomas R. Post, Department of Curriculum and Instruction, University of Minnesota, 175C Peik Hall, Minneapolis, MN 55455; postx001@umn.edu

Amanuel Medhanie, Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455; medha001@umn.edu

Danielle N. Dupuis, Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455; dupui004@umn.edu

Brandon LeBeau, Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455; lebea027@umn.edu

(Corresponding author is Harwell harwe001@umn.edu)
(Corresponding author is Post postx001@umn.edu)
(Corresponding author is Medhanie medha001@umn.edu)
(Corresponding author is Dupuis dupui004@umn.edu)
(Corresponding author is LeBeau lebea027@umn.edu)
  • Collapse
  • Expand
Journal for Research in Mathematics Education
Cover Journal for Research in Mathematics Education
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2013
Page Count:
33
Article Category:
Research Article
Print Publication Date:
01 Nov 2013
Online Publication Date:
Nov 2013
All Time Past Year Past 30 Days
Abstract Views 26561 26316 53
Full Text Views 106 16 0
PDF Downloads 142 86 0
EPUB Downloads 0 0 0