Mathematics coursework regulates growth in mathematics achievement

Xin Ma, Jesse L.M. Wilkins

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

Abstract

Using data from the Longitudinal Study of American Youth (LSAY), we examined the extent to which students' mathematics coursework regulates (influences) the rate of growth in mathematics achievement during middle and high school. Graphical analysis showed that students who started middle school with higher achievement took mathematics courses earlier than those with lower achievement. Immediate improvement in mathematics achievement was observed right after taking particular mathematics courses (regular mathematics, prealgebra, algebra I, trigonometry, and calculus). Statistical analysis showed that all mathematics courses added significantly to growth in mathematics achievement, although this added growth varied significantly across students. Regular mathematics courses demonstrated the least regulating power, whereas advanced mathematics courses (trigonometry, precalculus, and calculus) demonstrated the greatest regulating power. Regular mathematics, prealgebra, algebra I, geometry, and trigonometry were important to growth in mathematics achievement even after adjusting for more advanced courses taken later in the sequence of students' mathematics coursework.

Original languageEnglish
Pages (from-to)230-257
Number of pages28
JournalJournal for Research in Mathematics Education
Volume38
Issue number3
StatePublished - May 2007

Keywords

  • Achievement
  • Cognitive development
  • Large scale studies
  • Longitudinal studies
  • Secondary mathematics

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

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