Global Perspectives for Local Action Using TIMSS to Improve U.S. Mathematics and Science Education (1999) / Chapter Skim
Currently Skimming:
Executive Summary
Executive Summary
Pages 1-8
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 1... ...
Furthermore, the TIMSS data reveal comparative declines in performance from fourth grade to eighth grade and from eighth grade to the final year of secondary school, and in particular areas the performance of U.S. students was weak at all three levels.
|
From page 2... ...
Taken together, the data provided by TIMSS call attention to factors associated with student achievement, thus identifying promising areas for future study. They also provide deep insights into different ways of teaching and learning, which opens the door to considering new possibilities for U.S.
|
From page 3... ...
students had much weaker abilities overall, compared to students in other nations, to conceptualize measurement relationships, perform geometric transformations, and engage in other complex mathematical tasks. These kinds of abilities are among the learning goals called for by the U.S.
|
From page 4... ...
lessons, 76 percent of German lessons, and 92 percent of Japanese lessons achieve a predefined standard of coherence. Using several measures of quality in addition to coherence, these mathematics teaching experts also judged the content of U.S.
|
From page 5... ...
The videotapes demonstrate that in German mathematics classes there is a concern for technique, where technique includes both the rationale that underlies the procedures and the precision with which the procedure is executed. A good general description of German mathematics teaching at this level would be "developing advanced procedures." In lap en the teacher carefully designs and orchestrates the mathematics lesson so that students use procedures recently developed in class to solve problems.
|
From page 6... ...
Despite these differences, teachers in all three countries routinely spend time outside of the formal school day to prepare and grade tests, read and grade student work, plan lessons, meet with students and parents, engage in professional development or reading, keep records, and complete administrative tasks.
|
From page 7... ...
Schools and districts offer a range of staff development programs, but these tend to be short term, vary widely in focus, and often appear to teachers as a menu of unrelated opportunities. Although some districts engage in more systematic efforts at sustained professional development, including sustained mentoring programs, short-term workshops remain the dominant format.
|
From page 8... ...
The national mathematics and science standards call attention to the critical importance of the broader culture in shaping teaching and learning in the United States. Teachers need the support of administrators, policymakers, parents, and the broader society to make lasting improvements in mathematics and science instruction.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.