A longitudinal model for the study of equity issues in mathematics education

The purpose of the present study is to develop appropriate analytical models which simultaneously examine the effects of various equity variables on mathematics achievement and learning. The achievement differences among groups based on race, socioeconomic status and gender have been well documented in the mathematics education literature. However, these equity variables tend to be treated as separate issues and seldom integrated in prior studies although these group memberships are inseparable. This study examines psychological models which integrate the three equity variables and interrelationship among them with a consideration of the effects of different mathematics curricular tracks and relevant affective variables.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Shim, Minsuk Kim

Contributors dc:contributor

• Wardrop, James L.

• Education, Mathematics
• Education, Educational Psychology
• Education, Secondary

Statement dc:rights

• Copyright 1995 Shim, Minsuk Kim

Language dc:language

eng

Identifier

AAI9543721
(UMI)AAI9543721

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22050