A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.

Original languageEnglish
Pages (from-to)16-28
Number of pages13
JournalJournal of Educational Research
Volume94
Issue number1
DOIs
StatePublished - 2000

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment'. Together they form a unique fingerprint.

Cite this