A Theoretical Framework for Studying Students' Course Selection in Mathematics.

Autor/in	Meece, Judith L.
Titel	A Theoretical Framework for Studying Students' Course Selection in Mathematics.
Quelle	(1980), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Attitudes; Career Choice; College Choice; Decision Making; Elective Courses; Elementary Secondary Education; Females; Mathematics Education; Research Methodology; Sex Differences; Sex Role; Sex Stereotypes; Student Attitudes; Womens Education + Suchen Sie Ihr Suchwort? Schulleistung; Attitude; Einstellung; Verhalten; Studienortwahl; Decision-making; Entscheidungsfindung; Elective course; Wahlkurs; Weibliches Geschlecht; Mathematische Bildung; Research method; Forschungsmethode; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Schülerverhalten; 'Women''s education'; Frauenbildung
Abstract	Competence in mathematics has long been identified as a critical skill directly related to educational and occupational choices. Mathematical skills are important for admission to many college majors, for a number of professional occupations, and increasingly for computerized technical occupations. Yet compared to male students, fewer female students elect to take mathematics beyond the minimal requirement. While females may receive less encouragement from parents and teachers, it is not the case that they are being systematically excluded through discriminatory course availability. On the contrary, all too frequently females choose not to take more advanced mathematics courses. While many researchers have expressed interest in this problem, especially in the effects of attitudes on achievement and course selection in mathematics, research has been seriously limited by a number of methodological and conceptual shortcomings. Of major importance is the lack of an integrative theoretical framework to guide the selection of a comprehensive set of variables for study and a definition of these variables in terms of their relevant dimensions. In response to this shortcoming, this paper summarizes research on achievement and course selection in mathematics and then integrates this research into a theoretical model for studying students' academic choices and decisions. (Author/MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC