Enrolment, achievement and retention on 'traditional' and 'Use of Mathematics' pre-university courses
Enrolment, achievement and retention on 'traditional' and 'Use of Mathematics' pre-university courses
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“传统”和“数学运用”大学预科课程的入学率、成绩和保留率
DOI：
10.1080/14794802.2011.585827
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发表时间：
2011
影响因子：
1.3
通讯作者：
Hutcheson G
中科院分区：
文献类型：
--
作者：
Hutcheson G
本文调查了两种不同的英语大学预科高等数学、AS 级别课程的入学率、达标率和退学率，即“传统”和创新的“数学应用”大学预科课程。我们发现每门课程注册的学生情况都非常不同，大学预科水平的成绩模型显示出与义务教育结束时先前成绩的相对复杂的关系。尽管那些先前成绩相对较高的学生往往在大学预科课程中也取得相对较高的成绩，但对于分数较低的学生来说，这种关系并不明显。那些先前成绩“中等”的学生往往取得的进步最小。考虑到之前的成绩，两门课程之间的成绩差异很小。然而，这些课程在保留学生人数方面确实有所不同，“数学应用”课程保留的学生比例明显更高。讨论了背景因素，提出了对数学教育政策和实践的影响。
This paper investigates enrolment, attainment and drop-out rates for two different English pre-university advanced mathematics, AS-level, courses, a ‘traditional’ and an innovative ‘Use of Mathematics’ pre-university course. Very different student profiles were found for those enrolled on each course, and a model of attainment at the pre-university level showed a relatively complex relationship with prior achievement at the end of compulsory schooling. Although those pupils who had relatively high prior achievement tended also to achieve relatively highly on the pre-university courses, this relationship was not evident for lower scores. Those pupils with ‘mid-range’ prior attainment tended to make the smallest gains. Taking prior attainment into account, the difference in attainment outcomes between the two courses is small. However, these courses do differ with respect to the number of students retained, with the ‘Use of Mathematics’ course retaining a significantly higher proportion of the students. Contextual factors are discussed, suggesting implications for policy and practice in mathematics education.