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The Relationship between Advanced Hi...

Strandberg, Michael.

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The Relationship between Advanced High-School Mathematics Course-Taking, Mathematics Achievement, and STEM Career Interest and Perceptions: An Exploratory Case Study in New York.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship between Advanced High-School Mathematics Course-Taking, Mathematics Achievement, and STEM Career Interest and Perceptions: An Exploratory Case Study in New York./
作者:	Strandberg, Michael.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28490951
ISBN:	9798515200145

The Relationship between Advanced High-School Mathematics Course-Taking, Mathematics Achievement, and STEM Career Interest and Perceptions: An Exploratory Case Study in New York.
Strandberg, Michael.

The Relationship between Advanced High-School Mathematics Course-Taking, Mathematics Achievement, and STEM Career Interest and Perceptions: An Exploratory Case Study in New York. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 126 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2021.

This item must not be sold to any third party vendors.

Students at Century High School (CHS), a Catholic all-boys high school on Long Island, New York, who started ninth grade with Algebra 1 instead of Geometry demonstrated less obvious career interest in science, technology, engineering, and mathematics (STEM) and lower mathematics achievement, as typically evidenced by Iowa Tests of Educational Development (ITED) and SAT scores. To address the needs of students who did not take higher-level mathematics during their high-school program and thus started behind their college classmates in mathematics courses, CHS changed its mathematics course offerings to provide students with more advanced mathematics course opportunities. This research study explored (1) high-school students' STEM career interest, based on interviews, the STEM Semantics Survey, and a modified Career Interest Questionnaire, and (2) high school students' mathematics achievement, based on SAT mathematics scores. Students with the revised mathematics course sequence beginning high school in Geometry were compared to students in the previous sequence, many of whom began high school in Algebra 1. According to the surveys and interviews conducted, the researcher found that students in the most advanced mathematics classes taking the new course sequence had greater STEM career interest, compared to the students in the previous course sequence. In addition, according to the SAT mathematics data, the researcher found that students in less advanced mathematics classes taking the new course sequence had greater mathematics achievement, compared to the students in the previous course sequence.

ISBN: 9798515200145Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement

The Relationship between Advanced High-School Mathematics Course-Taking, Mathematics Achievement, and STEM Career Interest and Perceptions: An Exploratory Case Study in New York.
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