[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596446-105":59,"doc-detail-596446-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-differential-effects-of-mathematics-courses-on-mathematics-achievement","Exploring Differential Effects of Mathematics Courses on Mathematics Achievement","","Using data from the Longitudinal Study of Mathematics Participation (N=1,518 students across 34 schools), the study examines how pure and applied mathematics courses affect mathematics achievement while controlling for students’ prior achievement. Multilevel modelling shows significant pure-course effects after accounting for key student-level predictors and school effects, with outcomes varying across schools. Pure-course students do better in smaller schools, especially where teacher commitment is higher, while applied-course students benefit in smaller schools overall.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-differential-effects-of-mathematics-courses-on-mathematics-achievement/596446/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-differential-effects-of-mathematics-courses-on-mathematics-achievement/596446.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data and scale does the study use to analyze mathematics achievement?","Question",{"text":112,"@type":113},"The study uses data from the Longitudinal Study of Mathematics Participation, including 1,518 students from 34 schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does prior mathematics achievement factor into the analysis?",{"text":117,"@type":113},"The effects of pure and applied mathematics courses are assessed while controlling for students’ prior mathematics achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship does the study find between course type and achievement across schools?",{"text":121,"@type":113},"Pure mathematics effects remain significant after accounting for key student predictors and school effects, and course effects vary by school; pure-course students do better in smaller schools, while applied-course students also do better in smaller schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596446,1792438411,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Exploring Differential Effects of Mathematics Courses on Mathematics Achievement  \nXin Ma & LaureenJ. McIntyre  \nUsing data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after adjusting for traditionally important studentȬlevel predictors of achievement and for school effects. The effects of mathematics courses varied significantly across schools. Students taking pure mathematics achieved higher in smaller schools, particularly schools with higher teacher commitment. Students taking applied mathematics achieved higher if they attended smaller schools.  \nKeywords: mathematics achievement; mathematics courses; multilevel modeling, Alberta education  \nÀ l’aide de données tirées de la Longitudinal Study of Mathematics Participation (N = 1518 élèves dans 34 écoles albertaines), les auteurs ont étudié les effets des cours de mathématiques pures et appliquées sur les compétences en mathématiques en tenant compte des compétences antérieures. Les résultats de la modélisation multiveau, une forme des modèles statistiques hierarchiques linéaires, indiquent que les effets des mathématiques pures sont significatifs une fois pris en compte les prédicteurs deréussite les plus fréquents ainsi que les effets des écoles. Les effets des cours de mathématiques variaient d’une école à l’autre. Les élèves en mathématiques puresont obtenu de meilleurs résultats dans les écoles de plus petite taille, surtout dans celles où les enseignants s’impliquent davantage. Les élèves en mathématiques appliquées ont euxȬaussi obtenu de meilleurs résultats dans les écoles de plus petite taille.  \nMots clés : réussite en mathématiques, cours de mathématiques, modélisation multiniveau, éducation en Alberta.  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 28, 4 (2005): 827Ȭ852  \nMany researchers have sought important predictors of mathematics achievement, with individual differences being the traditional focus. Among student characteristics influencing mathematics achievement, researchers have paid attention to gender differences (e.g., Ma & Klinger, 2000; Randhawa, 1991), socioeconomic differences (e.g., Crane, 1996; Ma & Klinger, 2000), racialȬethnic differences (e.g., Ma & Klinger, 2000), and differences associated with immigrant status (e.g., Ma & Klinger, 2000; Wang & Goldschmidt, 1999) . Meanwhile, researchers have reached consensus that schools are differentially effective in teaching mathematics, as evidenced in the school effectiveness movement (see Teddlie & Reynolds, 2000) . Among school characteristics influencing mathematics achievement, researchers have attended to school context and climate (e.g., Lee, 2000; Ma & Klinger, 2000) and school policies and practices (e.g., Lee, Croninger, & Smith, 1997; Luyten, 1994) .  \nResearchers have also investigated the effects of mathematics coursework on mathematics achievement, examining the impact of the number (amount) and the type (content) of mathematics courses. Sebring (1987) noted that the quantity of mathematics coursework had an effect on mathematics achievement. Gamoran (1987) reported that students performed better on standardized mathematics achievement tests if they took more mathematics courses, and mathematics coursework particularly differentiates mathematics achievement between White and Black students. Grouping students based on gender (male and female) and race (white and nonȬwhite), Jones (1987) claimed that across all four groups, students with more mathematics courses had higher mathematics achievement.  \nOverall, there has been a push to raise the academic standards in mathematics by increasing the number of mathematics courses students must complete to graduate from high school. National studies in the Unit","cbCaiagSJI5OHoK4","https://ap.wps.com/l/cbCaiagSJI5OHoK4","pdf",184619,26,"English","# Background and predictors of mathematics achievement\n## Student characteristics\n## School effectiveness and context\n# Mathematics coursework and achievement\n## Course quantity\n## Course type and curriculum content\n# Differential effects of course types\n## Pure mathematics effects\n## Applied mathematics effects\n## Variation across schools","[{\"question\":\"What data and scale does the study use to analyze mathematics achievement?\",\"answer\":\"The study uses data from the Longitudinal Study of Mathematics Participation, including 1,518 students from 34 schools.\"},{\"question\":\"How does prior mathematics achievement factor into the analysis?\",\"answer\":\"The effects of pure and applied mathematics courses are assessed while controlling for students’ prior mathematics achievement.\"},{\"question\":\"What relationship does the study find between course type and achievement across schools?\",\"answer\":\"Pure mathematics effects remain significant after accounting for key student predictors and school effects, and course effects vary by school; pure-course students do better in smaller schools, while applied-course students also do better in smaller schools.\"}]","Exploring Differential Effects of Mathematics Courses on Mathematics Achievement | PDF",1792083095,66]