Facing the Consequences: Using TIMSS for a Closer Look at by W.H. Schmidt, Curtis C. McKnight, Leland S. Cogan, Pamela M.

By W.H. Schmidt, Curtis C. McKnight, Leland S. Cogan, Pamela M. Jakwerth, Richard T. Houang

Dealing with the results offers a point of view on US arithmetic and technological know-how schooling that's built from information collected as a part of the 3rd foreign arithmetic and technological know-how examine (TIMSS). TIMSS is the main vast and far-reaching cross-national comparative research of arithmetic and technology schooling ever tried. It comprises evaluating authentic curricula, textbooks, instructor practices, and scholar achievements for lots of international locations (from 20 to 50 nations, reckoning on the actual comparison). hundreds of thousands of legitimate files and textbooks have been analyzed. hundreds of thousands of lecturers, principals, and different specialists spoke back to survey questionnaires. A pattern of arithmetic lecturers in 3 nations had their classes videotaped. thousands of kids in virtually 50 international locations have been demonstrated in arithmetic and technological know-how. This record offers a more in-depth examine US arithmetic and technological know-how schooling via cautious exam of TIMSS info. The authors think this research indicates how misleading many frequently unquestioned assumptions approximately American schooling will be. Drawing upon many new analyses no longer formerly mentioned and integrating those with prior analyses of TIMSS info, the authors improve and illustrate the argument that what occurs to American scholars is the outcome of American ideals that form academic perform and the accretion of a myriad academic offerings made in arithmetic and technological know-how schooling.

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Extra info for Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education

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Et. al. (1996). Mathematics Achievement in the Middle School Years: IEA’s Third lnternational Mathematics and Science Study. 41. The thirteen-year-olds’ geometry test item involves: recalling that ‘corresponding parts of congruent triangles are of equal size,’ being able to match the two triangles so that corresponding parts are identified with each other (involving transformations at least informally since a triangle must be ‘reflected’), recalling that the sum of the size of the angles of a triangle is 180 degrees, and using this information to solve for the size of the third angle.

Further, for students with four more years of experience and maturation, the slightly more involved performance required to answer this item correctly seems roughly equivalent in difficulty to that required for the nineyear-olds to answer the other item. 7. A Comparison of Seventh and Eighth Grade Performance on Two Sample Geometry Items. Item from test for nine-year-olds Item from test for thirteen-year-olds However, only 17 percent of the thirteen-year-olds got their item correct compared to a cross-national average of 35 percent.

Oddly, the splintered US curriculum has almost as much uniformity among teachers as does that of Singapore, but only because virtually all teachers teach almost every topic. US mathematics curricula may intend coverage of a little of everything and US teachers try to deliver it, much as Singapore’s teachers do for their more selective curriculum. The ‘movement’ of the curves from right to left as one’s eye moves down each panel indicates variance in the numbers of topics covered by teachers. Furthermore, sufficiently many topics were on the surveys and sufficiently many teachers sampled to reveal surprising variance in which topics were covered and omitted, even allowing for variance in the number of topics.

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