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.

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.

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.

Research, Reflection, and Practice: The Mathematics Pathway for All Children

2004 ◽  
Vol 11 (3) ◽  
pp. 127-133
Author(s):  
Denise Hill
Keyword(s):  
United States ◽  
Student Performance ◽  
Fourth Graders ◽  
Eighth Graders ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Fourth Grade Students ◽  
Eighth Grade Students ◽  
Mathematics And Science

The results of the Third International Mathematics and Science Study (TIMSS) indicated that the mathematics performance of eighth-grade students in the United States declined notably when compared with the performance of fourth-grade students (United States Department of Education 1998). Student performance fell five positions from the seventh-ranked U.S. fourth graders to the twelfth-ranked U.S. eighth graders among the twenty-six countries that participated in the study. In response to the TIMSS results, many efforts have been made to reform school mathematics over the past decade, especially in grades 4 through 8.

Intersecting and Perpendicular Lines: Activities to Prevent Misconception

2003 ◽  
Vol 9 (2) ◽  
pp. 84-91
Author(s):  
Regina M. Mistretta
Keyword(s):  
Conceptual Knowledge ◽  
Mathematics Curriculum ◽  
Multiple Representations ◽  
Real Life ◽  
Science Study ◽  
Geometric Figures ◽  
The Third ◽  
Conceptual Understandings ◽  
Mathematics And Science ◽  
Geometry Curriculum

Although geometry is a component of the mathematics curriculum, students are not demonstrating strong conceptual knowledge of this subject. According to the Third International Mathematics and Science Study–Repeat (TIMSS-R) released December 5, 2000, U.S. students scored lower in geometry than they did in other mathematical subjects (Education USA 2000). Studies have shown that many students develop misconceptions and do not move beyond a simple visualization of geometric figures (Carroll 1998). For example, students recognize shapes by appearance rather than by the properties that they possess. Educators advocate a shift in emphasis from a geometry curriculum that is dominated by memorization of isolated facts and procedures to one that emphasizes conceptual understandings, multiple representations, and real-life applications (Reys et al. 2001).

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.

Reflections on Practice: Exploring How One Problem Contributes to Student Learning

1998 ◽  
Vol 4 (2) ◽  
pp. 100-103
Author(s):  
Susan N. Friel
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
International Study ◽  
Science Study ◽  
Solution Strategies ◽  
The Third ◽  
High Level ◽  
Study Center ◽  
Mathematics And Science

Today, problem solving is very much a focus of the mathematics curriculum. Increased emphasis has also been placed on listening to and using student-generated solution strategies to explore the process of problem solving and develop mathematics concepts. Most recently, the Third International Mathematics and Science Study (TIMSS) has highlighted the differences in mathematics teaching that occur among countries (TIMSS International Study Center 1997). These differences emphasize the role of problem solving and the benefits of engaging students in high-level tasks that provide opportunities for rich exploration and discussion.

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.

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