The Impact of Standards-based, Traditional, & UCSMP High School Mathematics Curricula on Post-secondary Student Achievement, Course-taking Patterns, & Persistence in STEM C

基于标准的传统的影响

• 批准号: 0627986
• 负责人: Thomas Post
• 金额: --
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-10-01 至 2011-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0627986&HistoricalAwards=false
• 关键词: Impact; Standards; based; Traditional; &amp

This investigation searches for evidence of the effectiveness of standards-based mathematics curriculum materials on postsecondary STEM achievement, course taking patterns and persistence compared to results from graduates who were exposed to other high school mathematics curricula. Approximately 30 postsecondary institutions in Minnesota and 30,000 students representing over 325 high schools are sampled. A retrospective cohort design and hierarchical linear modeling is used to quantify the longitudinal impact of curriculum type on postsecondary STEM performance. Results will help educators, school districts, students, parents and academicians to make more informed decisions about appropriate mathematics curricula for their student population.

这项调查旨在寻找证据，证明基于标准的数学课程材料对中学后STEM成绩，课程学习模式和持久性的有效性，与接触其他高中数学课程的毕业生的结果相比。 明尼苏达州约30所中学后教育机构和代表325所高中的30，000名学生进行了抽样调查。 一个回顾性队列设计和分层线性模型被用来量化课程类型对中学后STEM性能的纵向影响。 研究结果将帮助教育工作者、学区、学生、家长和学者就适合其学生群体的数学课程做出更明智的决定。