Exploring Differential Effects of Mathematics Courses on Mathematics Achievement
Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the eff...
Gespeichert in:
| Veröffentlicht in: | Canadian journal of education 2005, Vol.28 (4), p.827-852 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 852 |
|---|---|
| container_issue | 4 |
| container_start_page | 827 |
| container_title | Canadian journal of education |
| container_volume | 28 |
| creator | Ma, Xin Laureen J. Mc Intyre |
| description | Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after adjusting for traditionally important student-level predictors of achievement and for school effects. The effects of mathematics courses varied significantly across schools. Students taking pure mathematics achieved higher in smaller schools, particularly schools with higher teacher commitment. Students taking applied mathematics achieved higher if they attended smaller schools. /// À l'aide de données tirées de la Longitudinal Study of Mathematics Participation (N = 1518 élèves dans 34 écoles albertaines), les auteurs ont étudié les effets des cours de mathématiques pures et appliquées sur les compétences en mathématiques en tenant compte des compétences antérieures. Les résultats de la modélisation multiveau, une forme des modèles statistiques hiérarchiques linéaires, indiquent que les effets des mathématiques pures sont significatifs une fois pris en compte les prédicteurs de réussite les plus fréquents ainsi que les effets des écoles. Les effets des cours de mathématiques variaient d'une école à l'autre. Les élèves en mathématiques pures ont obtenu de meilleurs résultats dans les écoles de plus petite taille, surtout dans celles où les enseignants s'impliquent davantage. Les élèves en mathématiques appliquées ont eux-aussi obtenu de meilleurs résultats dans les écoles de plus petite taille. |
| doi_str_mv | 10.2307/4126457 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ750342</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ750342</ericid><jstor_id>4126457</jstor_id><sourcerecordid>4126457</sourcerecordid><originalsourceid>FETCH-LOGICAL-c217t-7aad56174ea7028ca1446fc380946f7dc77f1f02d08ad7537159cf3d83171b983</originalsourceid><addsrcrecordid>eNp1kE9LAzEQxYMoWKv4BTwsInhazSTZneyx1PUfFT3oeYnZxKa0uzVJRb-9kS2CB09vePObx2MIOQZ6wTjFSwGsFAXukBFUIPOiwmqXjCiXNGe8hH1yEMKCUgoSYUSe6s_1sveue8uunLXGmy46tczqNOsYst5mDyrOzUpFp0M27Tc-mGR3f-yJnjvzYVbp-JDsWbUM5mirY_JyXT9Pb_PZ483ddDLLNQOMOSrVFiWgMAopk1qBEKXVqWWVFFuNaMFS1lKpWiw4QlFpy1vJAeG1knxMToZc451u1t6tlP9q6nssKBcsrU-H9dr37xsTYrNI1bvUqGGQ4gQvqwSdD5D2fQje2N8coM3PM5vtMxN5NpCLEHv_L_YN7z1vhw</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>215374369</pqid></control><display><type>article</type><title>Exploring Differential Effects of Mathematics Courses on Mathematics Achievement</title><source>ERIC - Full Text Only (Discovery)</source><source>DOAJ Directory of Open Access Journals</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>Jstor Complete Legacy</source><source>Education Source</source><creator>Ma, Xin ; Laureen J. Mc Intyre</creator><creatorcontrib>Ma, Xin ; Laureen J. Mc Intyre</creatorcontrib><description>Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after adjusting for traditionally important student-level predictors of achievement and for school effects. The effects of mathematics courses varied significantly across schools. Students taking pure mathematics achieved higher in smaller schools, particularly schools with higher teacher commitment. Students taking applied mathematics achieved higher if they attended smaller schools. /// À l'aide de données tirées de la Longitudinal Study of Mathematics Participation (N = 1518 élèves dans 34 écoles albertaines), les auteurs ont étudié les effets des cours de mathématiques pures et appliquées sur les compétences en mathématiques en tenant compte des compétences antérieures. Les résultats de la modélisation multiveau, une forme des modèles statistiques hiérarchiques linéaires, indiquent que les effets des mathématiques pures sont significatifs une fois pris en compte les prédicteurs de réussite les plus fréquents ainsi que les effets des écoles. Les effets des cours de mathématiques variaient d'une école à l'autre. Les élèves en mathématiques pures ont obtenu de meilleurs résultats dans les écoles de plus petite taille, surtout dans celles où les enseignants s'impliquent davantage. Les élèves en mathématiques appliquées ont eux-aussi obtenu de meilleurs résultats dans les écoles de plus petite taille.</description><identifier>ISSN: 0380-2361</identifier><identifier>EISSN: 1918-5979</identifier><identifier>DOI: 10.2307/4126457</identifier><language>eng</language><publisher>Toronto: Canadian Society for the Study of Education</publisher><subject>Academic achievement ; Advanced Courses ; Alberta ; Applied mathematics ; Course Content ; Curricula ; Educational Environment ; Foreign Countries ; High school students ; Individualized Instruction ; Longitudinal Studies ; Mathematical variables ; Mathematics Achievement ; Mathematics curricula ; Mathematics education ; Mathematics Instruction ; Mathematics teachers ; Mathematics Tests ; Pure mathematics ; School Effectiveness ; Secondary school mathematics ; Standardized Tests</subject><ispartof>Canadian journal of education, 2005, Vol.28 (4), p.827-852</ispartof><rights>Copyright 2005 Société canadienne pour l'étude de l'éducation/Canadian Society for the Study of Education</rights><rights>Copyright Canadian Society for the Study of Education 2005</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c217t-7aad56174ea7028ca1446fc380946f7dc77f1f02d08ad7537159cf3d83171b983</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/4126457$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/4126457$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>230,314,687,776,780,799,860,881,4009,27902,27903,27904,57995,58228</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ750342$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Ma, Xin</creatorcontrib><creatorcontrib>Laureen J. Mc Intyre</creatorcontrib><title>Exploring Differential Effects of Mathematics Courses on Mathematics Achievement</title><title>Canadian journal of education</title><description>Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after adjusting for traditionally important student-level predictors of achievement and for school effects. The effects of mathematics courses varied significantly across schools. Students taking pure mathematics achieved higher in smaller schools, particularly schools with higher teacher commitment. Students taking applied mathematics achieved higher if they attended smaller schools. /// À l'aide de données tirées de la Longitudinal Study of Mathematics Participation (N = 1518 élèves dans 34 écoles albertaines), les auteurs ont étudié les effets des cours de mathématiques pures et appliquées sur les compétences en mathématiques en tenant compte des compétences antérieures. Les résultats de la modélisation multiveau, une forme des modèles statistiques hiérarchiques linéaires, indiquent que les effets des mathématiques pures sont significatifs une fois pris en compte les prédicteurs de réussite les plus fréquents ainsi que les effets des écoles. Les effets des cours de mathématiques variaient d'une école à l'autre. Les élèves en mathématiques pures ont obtenu de meilleurs résultats dans les écoles de plus petite taille, surtout dans celles où les enseignants s'impliquent davantage. Les élèves en mathématiques appliquées ont eux-aussi obtenu de meilleurs résultats dans les écoles de plus petite taille.</description><subject>Academic achievement</subject><subject>Advanced Courses</subject><subject>Alberta</subject><subject>Applied mathematics</subject><subject>Course Content</subject><subject>Curricula</subject><subject>Educational Environment</subject><subject>Foreign Countries</subject><subject>High school students</subject><subject>Individualized Instruction</subject><subject>Longitudinal Studies</subject><subject>Mathematical variables</subject><subject>Mathematics Achievement</subject><subject>Mathematics curricula</subject><subject>Mathematics education</subject><subject>Mathematics Instruction</subject><subject>Mathematics teachers</subject><subject>Mathematics Tests</subject><subject>Pure mathematics</subject><subject>School Effectiveness</subject><subject>Secondary school mathematics</subject><subject>Standardized Tests</subject><issn>0380-2361</issn><issn>1918-5979</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><sourceid>GA5</sourceid><recordid>eNp1kE9LAzEQxYMoWKv4BTwsInhazSTZneyx1PUfFT3oeYnZxKa0uzVJRb-9kS2CB09vePObx2MIOQZ6wTjFSwGsFAXukBFUIPOiwmqXjCiXNGe8hH1yEMKCUgoSYUSe6s_1sveue8uunLXGmy46tczqNOsYst5mDyrOzUpFp0M27Tc-mGR3f-yJnjvzYVbp-JDsWbUM5mirY_JyXT9Pb_PZ483ddDLLNQOMOSrVFiWgMAopk1qBEKXVqWWVFFuNaMFS1lKpWiw4QlFpy1vJAeG1knxMToZc451u1t6tlP9q6nssKBcsrU-H9dr37xsTYrNI1bvUqGGQ4gQvqwSdD5D2fQje2N8coM3PM5vtMxN5NpCLEHv_L_YN7z1vhw</recordid><startdate>2005</startdate><enddate>2005</enddate><creator>Ma, Xin</creator><creator>Laureen J. Mc Intyre</creator><general>Canadian Society for the Study of Education</general><general>Canadian Society for the Study of Education (CSSE)</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2005</creationdate><title>Exploring Differential Effects of Mathematics Courses on Mathematics Achievement</title><author>Ma, Xin ; Laureen J. Mc Intyre</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c217t-7aad56174ea7028ca1446fc380946f7dc77f1f02d08ad7537159cf3d83171b983</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Academic achievement</topic><topic>Advanced Courses</topic><topic>Alberta</topic><topic>Applied mathematics</topic><topic>Course Content</topic><topic>Curricula</topic><topic>Educational Environment</topic><topic>Foreign Countries</topic><topic>High school students</topic><topic>Individualized Instruction</topic><topic>Longitudinal Studies</topic><topic>Mathematical variables</topic><topic>Mathematics Achievement</topic><topic>Mathematics curricula</topic><topic>Mathematics education</topic><topic>Mathematics Instruction</topic><topic>Mathematics teachers</topic><topic>Mathematics Tests</topic><topic>Pure mathematics</topic><topic>School Effectiveness</topic><topic>Secondary school mathematics</topic><topic>Standardized Tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ma, Xin</creatorcontrib><creatorcontrib>Laureen J. Mc Intyre</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Canadian journal of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ma, Xin</au><au>Laureen J. Mc Intyre</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ750342</ericid><atitle>Exploring Differential Effects of Mathematics Courses on Mathematics Achievement</atitle><jtitle>Canadian journal of education</jtitle><date>2005</date><risdate>2005</risdate><volume>28</volume><issue>4</issue><spage>827</spage><epage>852</epage><pages>827-852</pages><issn>0380-2361</issn><eissn>1918-5979</eissn><abstract>Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after adjusting for traditionally important student-level predictors of achievement and for school effects. The effects of mathematics courses varied significantly across schools. Students taking pure mathematics achieved higher in smaller schools, particularly schools with higher teacher commitment. Students taking applied mathematics achieved higher if they attended smaller schools. /// À l'aide de données tirées de la Longitudinal Study of Mathematics Participation (N = 1518 élèves dans 34 écoles albertaines), les auteurs ont étudié les effets des cours de mathématiques pures et appliquées sur les compétences en mathématiques en tenant compte des compétences antérieures. Les résultats de la modélisation multiveau, une forme des modèles statistiques hiérarchiques linéaires, indiquent que les effets des mathématiques pures sont significatifs une fois pris en compte les prédicteurs de réussite les plus fréquents ainsi que les effets des écoles. Les effets des cours de mathématiques variaient d'une école à l'autre. Les élèves en mathématiques pures ont obtenu de meilleurs résultats dans les écoles de plus petite taille, surtout dans celles où les enseignants s'impliquent davantage. Les élèves en mathématiques appliquées ont eux-aussi obtenu de meilleurs résultats dans les écoles de plus petite taille.</abstract><cop>Toronto</cop><pub>Canadian Society for the Study of Education</pub><doi>10.2307/4126457</doi><tpages>26</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0380-2361 |
| ispartof | Canadian journal of education, 2005, Vol.28 (4), p.827-852 |
| issn | 0380-2361 1918-5979 |
| language | eng |
| recordid | cdi_eric_primary_EJ750342 |
| source | ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Jstor Complete Legacy; Education Source |
| subjects | Academic achievement Advanced Courses Alberta Applied mathematics Course Content Curricula Educational Environment Foreign Countries High school students Individualized Instruction Longitudinal Studies Mathematical variables Mathematics Achievement Mathematics curricula Mathematics education Mathematics Instruction Mathematics teachers Mathematics Tests Pure mathematics School Effectiveness Secondary school mathematics Standardized Tests |
| title | Exploring Differential Effects of Mathematics Courses on Mathematics Achievement |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-23T16%3A52%3A26IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Exploring%20Differential%20Effects%20of%20Mathematics%20Courses%20on%20Mathematics%20Achievement&rft.jtitle=Canadian%20journal%20of%20education&rft.au=Ma,%20Xin&rft.date=2005&rft.volume=28&rft.issue=4&rft.spage=827&rft.epage=852&rft.pages=827-852&rft.issn=0380-2361&rft.eissn=1918-5979&rft_id=info:doi/10.2307/4126457&rft_dat=%3Cjstor_eric_%3E4126457%3C/jstor_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=215374369&rft_id=info:pmid/&rft_ericid=EJ750342&rft_jstor_id=4126457&rfr_iscdi=true |