東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Relationships between the Algebraic ...

Saddler, Derrick.

Linked to FindBook

Google Book

Amazon

博客來

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways./
Author:	Saddler, Derrick.
Description:	83 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700355
ISBN:	9781321702699

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.
Saddler, Derrick.

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways. - 83 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2015.

The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for more studies that examine the high school mathematics performance of students who learn from subject-specific and integrated course pathways. Data from a large scale observational study known as the High School Longitudinal Study of 2009 was used to compare relationships between the course pathways and students' performance on an assessment of algebraic skills. A pretest-posttest study design was used to statistically compare gain scores of high school students who learn from subject-specific course pathways to the gain scores of a comparable group of high school students who learn from integrated course pathways. Propensity score matching was used to reduce the threat of selection bias due to nonrandom assignment. The results revealed no statistical differences exist in the algebraic performance gains between high school students who learn mathematics from integrated course pathways and high school students who learn from subject-specific course pathways. Suggestions for future research are discussed.

ISBN: 9781321702699Subjects--Topical Terms:

641129
Mathematics education.

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.
LDR:02689nmm a2200277 4500 001 2066333
005 20151223084721.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321702699
035 $a (MiAaPQ)AAI3700355
035 $a AAI3700355
040 $a MiAaPQ $c MiAaPQ
100 1 $a Saddler, Derrick. $3 3181116
245 1 0 $a Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.
300 $a 83 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Advisers: Gladis Kersaint; Jeffrey Kromrey.
502 $a Thesis (Ph.D.)--University of South Florida, 2015.
520 $a The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for more studies that examine the high school mathematics performance of students who learn from subject-specific and integrated course pathways. Data from a large scale observational study known as the High School Longitudinal Study of 2009 was used to compare relationships between the course pathways and students' performance on an assessment of algebraic skills. A pretest-posttest study design was used to statistically compare gain scores of high school students who learn from subject-specific course pathways to the gain scores of a comparable group of high school students who learn from integrated course pathways. Propensity score matching was used to reduce the threat of selection bias due to nonrandom assignment. The results revealed no statistical differences exist in the algebraic performance gains between high school students who learn mathematics from integrated course pathways and high school students who learn from subject-specific course pathways. Suggestions for future research are discussed.
590 $a School code: 0206.
650 4 $a Mathematics education. $3 641129
650 4 $a Secondary education. $3 2122779
690 $a 0280
690 $a 0533
710 2 $a University of South Florida. $b Secondary Education. $3 1683516
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0206
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700355