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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p228513_index.html Direct Link: HTML Code:

Harwell, Michael. and Post, Thomas. "A Comparative Study of the Achievement of Graduates of National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula in Their First Year of University Mathematics Work" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2008-12-11 <http://www.allacademic.com/meta/p228513_index.html>

Harwell, M. and Post, T. R. , 2007-10-25 "A Comparative Study of the Achievement of Graduates of National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula in Their First Year of University Mathematics Work" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2008-12-11 from http://www.allacademic.com/meta/p228513_index.html

Publication Type: Research Report Abstract: The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators. This has raised important questions about the long term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics curriculum in high school on the difficulty level of the first university mathematics class a student enrolled in, and the grade they earned in that class. The findings indicated that student participation in a particular high school curriculum was related to their mathematics knowledge in eighth grade, their ACT mathematics score, overall high school GPA, and the number of levels of high school mathematics taken. High school curricula also affected the difficulty of their first university mathematics class but not to their grade in that class. The achievement gaps initially identified in eighth grade persisted throughout high school. The results also provide evidence of differential course-taking in college.

Comparing Maps Developed by Practicing Elementary School Teachers and High School Students Through Task-Based Mathematics

Educational Governance, School Autonomy, and Curriculum Implementation: A Comparative Study of School levels and School Sectors in Israel,

Using Standards-Based Mathematics Curricula to Better Prepare Elementary School Mathematics Teachers

Starting With Student Achievement Data: A Study of High-Performing Teachers in Low-Performing Schools