Abstract

Abstract:

Using data from the first national study on high school preparation for college calculus, the Factors Including College Success in Mathematics (FICSMath) project, this paper connects males' (n = 3,648) and females' (n = 2,033) instructional experiences from their high school precalculus or calculus course to their college calculus performance. A hierarchical linear model identifies several significant instructional experiences that predict college calculus performance. Our findings show that high school instructional practices affect college calculus performance similarly for males and females.

pdf

Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 250-263
Launched on MUSE
2017-06-29
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.