The Influence on Mathematics Test Scores, by Ethnicity and Sex, of Prior Achievement and High School Mathematics Courses

1987 ◽  
Vol 18 (3) ◽  
pp. 180-186
Author(s):  
Lyle V. Jones
Keyword(s):  
High School ◽  
Test Scores ◽  
National Sample ◽  
Expected Improvement ◽  
White Female ◽  
Advanced Mathematics ◽  
Senior Year ◽  
Mathematics Courses ◽  
Mathematics Test ◽  
Student Socioeconomic Status

Data from a national sample of high school sophomores in 1980 from the High School and Beyond project show that senior-year mathematics test scores are highly dependent on the number of courses taken in mathematics, Algebra I or above. Within each level of course taking, senior test scores are predicted reasonably well from student socioeconomic status, sophomore-year verbal test scores, and sophomore-year mathematics test scores. The results support the theses that (a) whether black or white, female or male, sophomore students with similar levels of mathematics achievement may be expected to experience similar levels of improvement by taking additional mathematics courses and (b) the expected improvement is elevated for students with four or more credits of advanced mathematics or with three credits that include calculus.

Gendered Perceptions of Talent and Planned Participation in Mathematics

1994 ◽  
Vol 3 (3) ◽  
pp. 43-50 ◽  
Author(s):  
Helen Watt ◽  
Laurel Bornholt
Keyword(s):  
High School ◽  
Middle Class ◽  
Metropolitan Area ◽  
Teacher Educators ◽  
Government Schools ◽  
Actual Performance ◽  
Mathematics Courses ◽  
School Certificate ◽  
Mathematics Test ◽  
Determining Factor

An investigation of students’ perceptions of talent in relation to mathematics showed that gender stereotyped perceptions of talent were a determining factor in their planned mathematics courses in senior high school. Furthermore perception of talent affected students’ intended careers which also revealed gender imbalances in participation according to the level of mathematics required, as rated by six senior teacher educators from two universities in Sydney. The Year 10 students in Advanced and Intermediate courses were from coeducational government schools in an upper middle-class metropolitan area of Sydney. Actual performance on a standardised mathematics test was used to measure students’ achievement, and perception of talent and predicted mathematics participation were ascertained through use of a questionnaire. Despite similar performance on the test, boys perceived themselves as more talented than girls, and also planned to participate in the higher levels of mathematics more than girls, both in the Higher School Certificate and their intended career.

Sharing Teaching Ideas: A Squeeze Play on Quadratic Equations

1982 ◽  
Vol 75 (2) ◽  
pp. 132-136
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Quadratic Equation ◽  
Senior Year ◽  
Quadratic Formula ◽  
Mathematics Courses ◽  
Quadratic Equations ◽  
Teaching Ideas

As a mathematics teacher whose present assignment is to teach science, I was somewhat dismayed when my physics class wa unable to solve a nontrivial quadratic equation. These students are all enrolled in senior-year mathematics and had taken all lower level mathematics courses available in our small Western Kansas high school. They charged this inability to having forgotten the quadratic formula. To the e students the quadratic formula is a magic passkey to solving “unfactorable” quadratic equations. On further di scussion, l discovered that they vaguely remembered having heard of the method of completing the square, but they saw no connection between the quadratic formula and that method of solving a quadratic equation. They could solve simple quadratics by hit-and-miss factoring, but that was their only tool with which to attack this problem.

Election of High School Mathematics by Females and Males: Attributions and Attitudes

1981 ◽  
Vol 18 (2) ◽  
pp. 207-218 ◽  
Author(s):  
Joan Daniels Pedro ◽  
Patricia Wolleat ◽  
Elizabeth Fennema ◽  
Ann DeVaney Becker
Keyword(s):  
High School ◽  
Mathematics Performance ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Small Set ◽  
Advanced Mathematics Courses

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.

scholarly journals High School Staff Characteristics and Mathematics Test Results

1999 ◽  
Vol 7 ◽  
pp. 9 ◽  
Author(s):  
Mark Fetler
Keyword(s):  
High School ◽  
Staff Development ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Teacher Experience ◽  
Mathematics Test ◽  
And Mathematics ◽  
Undergraduate Programs ◽  
The Relationship

This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathematics teachers could include staff development, and recruitment incentives. A long-term strategy addressing root causes of the shortage requires more emphasis on mathematics in high school and undergraduate programs.

Raising the Bar: Curricular Intensity and Academic Performance

2008 ◽  
Vol 30 (1) ◽  
pp. 51-71 ◽  
Author(s):  
Paul Attewell ◽  
Thurston Domina
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Academic Performance ◽  
Test Scores ◽  
Effect Sizes ◽  
Positive Effects ◽  
College Entry ◽  
12Th Grade ◽  
Student Socioeconomic Status

Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity are primarily explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular upgrading policies have implied.

scholarly journals Learning Algebra through Mathmagic and Geometry by using Animations

2020 ◽  
Vol 1 (2) ◽  
pp. 85-94
Author(s):  
Irvandi Gorby Pasangka ◽  
Jusrry Rosalina Pahnael ◽  
Ganesha Lapenangga Putra ◽  
Yoseph Sugi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Test Scores ◽  
Junior High School Students ◽  
Tertiary Level ◽  
School Students ◽  
Mathematics Test ◽  
Learning Mathematics

Mathematics is a basic science that need to be learned at the levels of elementary school, middle school and high school and even at the tertiary level. However, there are still many students who have difficulty in learning mathematics, this is evidenced by their low test scores, one of which is the mathematics test scores. Regarding to these problems, an activity was carried out with the aim of assisting students in understanding mathematics, specifically algebraic and geometric materials for junior high school students, by providing material as attractive as possible so that students become interested and motivated in learning mathematics. The provision of material was carried out in 3 sessions, namely: 1) Delivering algebraic material through mathmagic, 2) Delivering geometric material through animation, 3) Providing motivation about the importance of learning mathematics. Based on the results of this implementation, it can be found that the participants are able to understand and enjoy the learning process with the material presented by the teacher, this can be seen from the activities of the participants during the activity. Abstrak Matematika merupakan ilmu dasar yang wajib kita pelajari di tingkat SD, SMP, SMA bahkan perguruan tinggi, namun pada kenyataannya, siswa-siswi masih sulit dalam mempelajari matematika, ini dibuktikan dari rendahnya nilai ujian mereka, salah satunya nilai ujian nasional matematika. Berdasarkan masalah ini, kegiatan ini ditujukan untuk membantu siswa-siswi dalam memahami matematika khususnya materi aljabar dan geometri untuk siswa-siswi SMP, yaitu dengan cara memberikan materi semenarik mungkin sehingga para siswa menjadi suka dan termotivasi dalam belajar matematika. Pemberian materi dilakukan dalam 3 sesi yaitu: 1) Pemberian materi aljabar melalui mathmagic, 2) Pemberian materi geometri melalui animasi, 3) Pemberian motivasi tentang pentingnya belajar matematika. Berdasarkan hasil pelaksanaan yang dilakukan, dapat diketahui bahwa para peserta dapat menangkap dan menikmati proses pemberian materi yang diberikan, hal ini terlihat dari keaktifan para peserta selama kegiatan.

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