Algebra for everyone? Benefits of college-preparatory mathematics for students with diverse abilities in early secondary school
Algebra for everyone? Benefits of college-preparatory mathematics for students with diverse abilities in early secondary school
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DOI：
10.3102/01623737022003241
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发表时间：
2000-09-01
影响因子：
3.4
通讯作者：
Hannigan, EC
中科院分区：
文献类型：
--
作者：
Gamoran, A;Hannigan, EC
研究文献和许多教育工作者的经验都表明，学术课程的不平等导致了数学学习的不平等。为了应对这些不平等，“人人代数”已成为流行的改革口号。是否所有学生都可以从学习代数中受益，无论他们之前的数学成绩如何？如果是这样，那么跟踪学生远离代数的系统就会阻碍学生发挥他们的学习潜力。这项研究使用全国调查数据来检验高中代数对学生的影响，因为他们在进入高中之前的数学技能有所不同。对超过 12,500 名学生的回归分析表明，所有学生都从学习代数中受益；对于那些先前成绩非常低的学生来说，好处要小一些，但代数对所有学生来说仍然值得。这些结果并非来自无根据的推断，也不是上限效应的产物。分析表明，如果一个没有学过代数的学生会通过学习代数获得更多成绩，但它并没有说明如果整个系统改变以包括高中代数的所有学生会发生什么。然而;额外的分析表明，与学习代数的学生群体更加同质的学校相比，当学校的代数学习者群体更加多样化时，学生从代数中获得的收获不会减少。
Both the research literature and the experiences of many educators indicate that unequal access to academic curricula produces inequities in strident learning of mathematics. "Algebra for everyone" has become a popular slogan of reform in response to these inequalities. Do all students benefit from taking algebra, regardless of their prior math performance? If so, then systems that track students away from algebra are preventing students from realizing their potential for learning. This study uses national survey data to examine the impact of high school algebra among students Mho differ in their math skills prior to entering high school. Regression analysis with over 12,500 students indicates that all students benefit from taking algebra; among those with very low prior achievement, the benefits are somewhat smaller bur algebra is still worthwhile far all students. These results do not derive from unwarranted extrapolation, and they are not an artifact of ceiling effects. The analysis suggests that a given strident who has not taken algebra would have achieved more by doing so, but it does not say what would happen if the whole system were changed to include all students in high school algebra. However; additional analysis indicates that students gain no less from algebra when their schools include more diverse populations of algebra-takers, compared to schools with more homogeneous populations of students taking algebra.