A Comparison of Calculator Use in Eighth-Grade Mathematics Classrooms in the United States, Japan, and Portugal: Results From the Third International Mathematics and Science Study

2000 ◽  
Vol 100 (3) ◽  
pp. 139-150 ◽  
Author(s):  
James E. Tarr ◽  
Kazuaki Uekawa ◽  
Kathleen Cage Mittag ◽  
Lesia Lennex
Keyword(s):  
United States ◽  
The United States ◽  
Eighth Grade ◽  
Science Study ◽  
Mathematics Classrooms ◽  
The Third ◽  
Mathematics And Science

Lessons from the TIMSS Videotape Study

2000 ◽  
Vol 7 (3) ◽  
pp. 180-185
Author(s):  
Eugene A. Geist
Keyword(s):  
United States ◽  
Instructional Methods ◽  
The United States ◽  
Cross Cultural ◽  
Eighth Grade ◽  
Achievement Scores ◽  
Science Study ◽  
Achievement Data ◽  
The Third ◽  
Mathematics And Science

The Third International Mathematics and Science Study (TIMSS) reported more than just numerical achievement data. The study also contained information on teachers' lives, students' lives, and curricula, as well as a videotape of eighth-grade mathematics classes (OERI 1996a). These data, especially the videotaped study, go beyond comparisons of achievement scores and allow for cross-cultural comparisons of mathematics instruction in the United States and other countries. In particular, we can learn many lessons from examining instructional methods in the United States and comparing them with those of Japan. This comparison has significant implications for implementing NCTM's Standards in U.S. classrooms and teaching our students as if they were young mathematicians.

Homogeneous Groups Develop Thoughtful Mathematics

1999 ◽  
Vol 4 (7) ◽  
pp. 478-483
Author(s):  
Sylvia A. Bulgar ◽  
Lynn D. Tarlow
Keyword(s):  
United States ◽  
Problem Solving ◽  
Real Life ◽  
The United States ◽  
Science Study ◽  
Homogeneous Groups ◽  
The Third ◽  
Mathematics Educators ◽  
Eighth Grade Students ◽  
Mathematics And Science

The results from the Third International Mathematics and Science Study (TIMSS), which tested a half million eighth-grade students in fortyone countries, have recently been publicized. Students in the United States ranked below average in mathematics, whereas students in Singapore earned top scores. Examining how students in Singapore study mathematics should provide useful information to mathematics educators on how to improve the performance of students in the United States. Problem solving is emphasized in Singapore, where students are expected to struggle with problems that have real-life implications.

The Decimal Dilemma

2000 ◽  
Vol 7 (2) ◽  
pp. 89-93
Author(s):  
Robert Glasgow ◽  
Gay Ragan ◽  
Wanda M. Fields ◽  
Robert Reys ◽  
Deanna Wasman
Keyword(s):  
Large Scale ◽  
Fourth Graders ◽  
The United States ◽  
Science Study ◽  
Twelfth Graders ◽  
The Third ◽  
The Media ◽  
Rich Information ◽  
Media Reports ◽  
Mathematics And Science

If you are aware of the results given in the media reports about the Third International Mathematics and Science Study (TIMSS), you probably know that fourth graders from the United States (U.S.) scored above the international average in mathematics and that eighth and twelfth graders scored below average (Mullis et al. 1997). As an educator, you are aware of the dangers of looking only at averages of test scores. Rich information can be gleaned from the TIMSS data that will help us learn more about what our students know and are able to do. The data from a large-scale study, such as the TIMSS, often raise questions about what the numbers really mean. This article addresses one such question that arose from examining part of the third- and fourth-grade TIMSS data. The process that we used may be as valuable as the information that we found. Perhaps this process will help you answer questions that arise as you reflect on the TIMSS results.

Class Size and Eighth-Grade Math Achievement in the United States and Abroad

2001 ◽  
Vol 23 (3) ◽  
pp. 251-273 ◽  
Author(s):  
Suet-ling Pong ◽  
Aaron Pallas
Keyword(s):  
United States ◽  
Hong Kong ◽  
Instructional Practices ◽  
Class Size ◽  
Math Achievement ◽  
The United States ◽  
Eighth Grade ◽  
Science Study ◽  
Using Data ◽  
The Relationship

Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.

Making Sure That Your Mathematics Curriculum Meets Standards

1999 ◽  
Vol 4 (8) ◽  
pp. 536-541
Author(s):  
Gerald Kulm
Keyword(s):  
United States ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
National Standards ◽  
Mathematics Textbooks ◽  
New Materials ◽  
Science Study ◽  
The Third ◽  
National Science ◽  
Mathematics And Science

Mathematics curriculum materials have come under heavy criticism in the wake of the results of the Third International Mathematics and Science Study (TIMSS). According to the TIMSS analysis, the mathematics curriculum has been characterized as splintered and unfocused, and United States mathematics textbooks have been described as “a mile wide and an inch deep” (Schmidt, McKnight, and Raizen 1996). Meanwhile, the National Science Foundation has funded the development of new mathematics materials that are designed to align with national standards (NCTM 1989) and to address the perception that current textbooks need improvement. These new materials are now becoming available through commercial publishers.

scholarly journals A Comparison of Cognitive Demand Levels of Tasks In 5th Grade Mathematics Textbook Used in Singapore, the United States, and Turkey

2017 ◽  
Vol 5 (1) ◽  
pp. 469 ◽  
Author(s):  
Ulku Ozturan Ecemis
Keyword(s):  
United States ◽  
Cognitive Demand ◽  
The United States ◽  
Science Study ◽  
Mathematics Textbook ◽  
Content Domain ◽  
8Th Grade ◽  
5Th Grade ◽  
The U.S ◽  
Mathematics And Science

The purpose of this study is to compare the cognitive demand levels of activities in 5th grade mathematic textbooks used in Singapore, the United States, and Turkey. These countries were chosen based on their varying levels of success in the Trends in International Mathematics and Science Study (TIMSS). The content analyzed was limited to the topics encountered in the 8th grade TIMSS. Qualitative methods were utilized in collecting and analyzing the data. The tasks were coded according to four cognitive demand levels; lower-level demands of memorization and procedures without connections, and higher-level demands of procedures with connections and doing mathematics. In 5th grade textbooks in Singapore, the United States, and Turkey, the percentage of tasks requiring cognitive demand level of memorization was 4%, 2%, 0%; those of procedures without connections were 37%, 69%, 34% respectively. Thus, the percentages of tasks requiring lower-level demands were 41% in Singapore, 71% in the U.S., and 34% in Turkey. When tasks, requiring procedures with connections, were analyzed, their distribution was found to be 42% in Singapore, 20% in the U.S. and 52% in Turkey; whereas, those with cognitive demand level of doing mathematics was 17%, 8%, and 14%, respectively. The study indicated that the distribution of tasks with higher level demands was 59% in Singapore, 29% in the U.S. and 66% in Turkey. In addition, the percentage of tasks requiring all four cognitive demand levels was also analyzed for TIMSS 8th grade mathematical content domains. In mathematic textbooks from Singapore, the United States, and Turkey, for the content domain of number, the cognitive demand level for the percentage of tasks requiring memorization was 10%, 0%, 0%; procedures without connections was 30%, 72%, 17%; procedures with connections was 30%, 21%, 83%; and doing mathematics was 30%, 7%, 0%, respectively. Likewise, for these textbooks, in the content domain of geometry, the cognitive demand level for the percentage of tasks requiring memorization was 0%, 7%, 0%; procedures without connections was 36%, 60%, 33%; procedures with connections was 55%, 22%, 48%; doing mathematics was 9%, 11%, 19%, respectively. For all countries studied, in the content domain of data and chance, no task was determined requiring a cognitive demand level of memorization and of doing mathematics. Cognitive demand levels of tasks in the content domain of data and chance requiring procedures without connections was 67% in Singapore, 100% in the U.S., 100% in Turkey; whereas, those with connections were 33%, 0%, 0% respectively. In the 5th grade textbooks of these three countries, no activity was found in the content domain of algebra. The results indicate that even in Singapore and Turkey, where majority of 5th grade tasks require a higher cognitive demand level, the tasks mainly fall in the category of procedures with connections. Based on these results, it is recommended that the percentage of tasks requiring the cognitive demand level of doing mathematics is increased. Finally, it is strongly recommended that professionals using and/or writing textbooks should familiarize themselves with cognitive demand levels of tasks.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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