The National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided a wealth of data on the mathematics education of U.S. students. (TIMSS has been renamed “Trends in Mathematics and Science Study” and will continue to be known as TIMSS in future assessments.) TIMSS was administered in 1995 and repeated in 1999 and included grades 4, 8, and the end of secondary school. NAEP began in 1969 and regularly reports on the knowledge and skills of U.S. students in fourth, eighth, and twelfth grades in a variety of subject areas. In addition to studying mathematics achievement, both NAEP and TIMSS collect data on the contexts for learning mathematics, such as teacher and school characteristics, instructional practices, and curriculum.
Students in MS. Simpson's seventh-grade prealgebra class were challenged to use data to decide which of several class party plans was best. Because Takisha focused on price, she preferred using a table to justify her decision. Samantha used a written explanation to determine for herself which plan was best. Brandon's group used a table that indicated the price per person. However, when it came to convincing others of the best plan, some students chose other representations. For example, Brandon decided to use his graphing calculator to display linear graphs of the three plans. Melissa decided to use a triple bar graph. Tables, written explanations, rules, equations, and graphs were all important representations used to solve and communicate the results of the problem.
The goal of this study was to identify variables related to success and resilience in an undergraduate, high school mathematics teacher education program. Over a five-year period, we tracked the academic performance and achievement motivation goals of multiple cohorts of students. Students who successfully completed their degrees had higher grade point average (GPAs) upon entering the program, earned higher grades in their first college mathematics course, and failed fewer courses than students who left the program or university. Learning and performance motivational goals did not predict success in the program. Performance goals decreased over time. Nearly half the successful students repeated one or more mathematics courses. Ten students completed their degrees, obtained a teaching license, and are teaching despite the need for multiple repetitions of the same mathematics courses. These persistent students did not differ from their peers in motivational goals. Our results suggest that although students with higher GPAs and initial mathematics grades were more likely to complete the program, students who experienced challenges in mathematics courses were able to succeed. We discuss the implications of these results for recruiting, advising, and retention of students in mathematics education programs. 56
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