HIDDEN DISPARITIES: HOW COURSES AND CURRICULA SHAPE OPPORTUNITIES IN MATHEMATICS DURING HIGH SCHOOL.
HIDDEN DISPARITIES: HOW COURSES AND CURRICULA SHAPE OPPORTUNITIES IN MATHEMATICS DURING HIGH SCHOOL.
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DOI：
10.1080/10665684.2010.517062
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Houang R
中科院分区：
文献类型：
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作者：
Schiller KS;Schmidt WH;Muller C;Houang R
通过增加学习课程，特别是数学课程的机会来提高学习成绩的努力，如果不对课程的差异进行监测，可能会掩盖教育方面的差距。一个多维的描述，学生的数学课程在高中期间获得的调查分析，成绩单，和教科书收集的青少年在20世纪90年代中期的全国代表性研究。在数学课程的年数或学分数上几乎没有发现差距，但是，这些课程所采用的教科书中的教学材料的数量和认知挑战在数学轨道之间和内部都有显着差异。高中阶段累积课程品质的差异也与父母的教育程度有关。缩小这种学习机会的差距需要教师补充采用的教学材料，以确保所有学生都能接受高质量的数学课程。
Efforts to promote academic achievement by increasing access to courses, especially in mathematics, may mask educational disparities if variations in curriculum are not also monitored. A multi-dimensional description of students’ mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected for a nationally representative study of adolescents during the mid-1990s. Few gaps in the number of years or credits in mathematics coursework were found. However, the quantity and cognitive challenge of instructional materials in textbooks adopted for those courses differed significantly both across and within mathematics tracks. Differences in the quality of curriculum accumulating during high school were also related to parents’ education level. Reducing such gaps in learning opportunities would require teachers to supplement adopted instructional materials to ensure that all students receive a high quality mathematics curriculum.