NOMAD 9(4), 2004. Earlier mathematics achievement and success in university studies



This study explores connections between earlier mathematics achievement in high school, success in university statistics and quantitative methods courses and experienced difficulties in quantitative methods courses. Earlier achievement in mathematics correlated with statistics grade in university studies, but not with quantitative methods course grade. Earlier achievement in mathematics was related to the experience of one’s own ability in mathematical subjects and quantitative methods, but it was not related to other experienced difficulties. Ability in mathematical subjects and quantitative methods was further connected to other difficulties experienced in quantitative methods. The experienced difficulties and achievement in university courses were not related.

I denna undersökning studerades samband mellan prestationerna i matematik i gymnasiet, prestationerna i universitetskurser i statistik och i kvantitativa metoder och upplevda svårigheter i kurser i kvantitativa metoder. Tidigare prestationer i matematik korrelerade med prestationerna i universitetskurser i statistik, men inte med prestationerna i kurser i kvantitativa metoder. Tidigare prestationer i matematik uppvisade ett samband med upplevd egen förmåga i matematik och i kurser i kvantitativa metoder, men inte med andra upplevda svårigheter. Vidare uppvisade upplevd egen förmåga i matematik och i kurser i kvantitativa metoder samband med andra upplevda svårigheter i kurserna i kvantitativa metoder. Det fanns inte något samband mellan upplevda svårigheter och prestationerna i universitetskurserna.

Mari Murtonen
Mari Murtonen works as a researcher at the University of Turku. She is preparing a doctoral thesis on university students’ problems in quantitative methods and methodology learning.
Address for correspondence:
Mari Murtonen,
Department of Education,
Assistentinkatu 5,
FIN–20014 University of Turku,

Nathaniel Titterton
Nathaniel Titterton, University of California at Berkeley, received his Ph.D. in Education from UC Berkeley in 2001, and holds an MA in Statistics as well as a BA in Computer Science. His research focuses on undergraduate instruction and ways to support it with technology, including development of web-based tools for students and instructors and analysis of students’ learning and utilization of the tools.