High school mathematics course-taking by gender and ethnicity
High school mathematics course-taking by gender and ethnicity
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DOI：
10.3102/00028312035003497
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发表时间：
1998-09-01
影响因子：
3.6
通讯作者：
Kwak, N
中科院分区：
文献类型：
--
作者：
Davenport, EC;Davison, ML;Kwak, N
1990年NAEP成绩单数据被用来研究卡内基单位（CU）的学生在七个类别的数学课程和杂项类别。平均而言，学生获得了3.11个CU，略高于《处于危险中的国家》（国家卓越教育委员会，1983年）中建议的最低3个CU。54%的CU是在标准高中序列（代数1和2和几何）中获得的，20%是在正式课程中获得的（例如，一般数学1和2）。总体而言，性别和种族差异的数学CU的总数是小的，但种族差异相对于数学课程的类型所代表的课程类别是大的。结合大学出勤模式和成绩变异性的差异，讨论了数学课程学习中的性别差异。讨论了种族差异对学校和课程改革的影响。
The 1990 NAEP transcript data were used to study the number of Carnegie units (CUs) earned by students in seven categories of mathematics courses plus a miscellaneous category. On average, students earned 3.11 CUs, slightly more than the minimum of 3 suggested in A Nation at Risk (National Commission on Excellence in Education, 1983). Fifty-four percent of the CUs were earned in the standard high school sequence (Algebra 1 and 2 and geometry), and 20% were earned in preformal courses (e.g., General Math 1 and 2). Overall, gender and ethnic differences in the total number of mathematics CUs were small, but ethnic differences relative to the type of math course represented by the course categories were large. Gender differences in mathematics course-taking are discussed in light of differences in college attendance patterns and achievement variability. Implications of ethnic differences for school and curriculum reform are discussed.