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WHY ARE U.S. STUDENTS FALLING BEHIND THEIR INTERNATIONAL PEERS IN SCIENCE AND MATHEMATICS?

WHY ARE U.S. STUDENTS FALLING BEHIND THEIR INTERNATIONAL PEERS IN SCIENCE AND MATHEMATICS?. AN INTERNATIONAL COMPARISON. TIMSS OVERVIEW. Third International Mathematics and Science Study Who was tested? Who developed the assessments?. TIMSS RESULTS AND FINDINGS. Fourth Graders

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WHY ARE U.S. STUDENTS FALLING BEHIND THEIR INTERNATIONAL PEERS IN SCIENCE AND MATHEMATICS?

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  1. WHY ARE U.S. STUDENTS FALLING BEHIND THEIR INTERNATIONAL PEERS IN SCIENCE AND MATHEMATICS? AN INTERNATIONAL COMPARISON

  2. TIMSS OVERVIEW • Third International Mathematics and Science Study • Who was tested? • Who developed the assessments?

  3. TIMSS RESULTS AND FINDINGS • Fourth Graders • Eighth Graders • Twelfth Graders • Advanced Students

  4. GENERAL INFORMATION • Decrease in scores • Undemanding curricula • Poor districts vs. wealthy districts • Top performing countries

  5. MATHEMATICS CURRICULUM

  6. GENERAL DESCRIPTION • Shallow • Many Topics • Limited Instructional Time • Unchallenging • Repetitious • Incoherent

  7. NUMBER OF TOPICS • Many more than other TIMSS Countries • Mad rush to cover all • International comparisons

  8. NUMBER OF NEW TOPICS • Decreases as grade level increases • 25% new between 4th and 8th grades in U.S. • 75% new between 4th and 8th grades in top-performing TIMSS countries • One new vs. twenty new • International comparisons

  9. TEXTBOOKS • Large and heavy • Many pages • Breadth and no depth • Contain more topics than other TIMSS countries

  10. CALCULATORS • 4TH grade math classes • Used often in low-performing TIMSS countries • Used rarely in high-performing TIMSS countries

  11. DISPERSED CONTROL OF CURRICULUM DEVELOPMENT

  12. CURRICULUM DEVELOPMENT • Many different governing bodies • Local control • No common standard in U.S. • Common standards in other TIMSS countries

  13. MATH PROBLEMS DUE TO LACK OF CONSESUS AND DIFFERING VIEWS • Report released by U. S. Department of Education • Letter to Department of Education • Endorsers of letter

  14. PROBLEMS WITH THE ENDORSED PROGRAMS • Calculators • Unfocused • De-emphasis of need for arithmetic • Problems with specific programs

  15. RECOMMENDATIONS • National mathematics curriculum • Mathematics programs • Attitude towards mathematics education

  16. REFERENCES • Bushweller, K. International comparisons ( 1996). Retrieved June 7, 2007 from http://www.asbj.com/achievement/aa/aa2.html • Cogan, L.S., & Schmidt, W.H.( 1999, Fall). Middle School Math Reform. Middle Matters, 8, 2 – 3. Retrieved June 7, 2007 from http://ustimss.msu.edu/midmathreform.html • Executive Summary( 1997). Retrieved June 13, 2007 from http://www.ed.gov/pubs/math/part2.html • Klein, D. Math Problems( 2000). Retrieved June 13, 2007 from http://www.hobel.org/lwved/id62.htm • Latest TIMSS Again Shows Curriculum Does Matter( 2001). Retrieved June 7th , 2007 from http://www.ur.msu.edu/media • Middle-School Algebra: Ready or Not ( 2003)? Retrieved June 13, 2007 from http://www.education-world.com/a_curr/curr147.shtml • Third International Mathematics and Science Study ( 1999). Retrieved June 8th, 2007 from http://nces.ed.gov/timss/ • TIMSS Overview and Key Findings Across Grade Levels ( 1998). Retrieved June 13, 2007 from http://www.ed.gov/inits/Math/tmpres2.html • Valverde, G., & Schmidt, W.H. ( 1997, Winter). Refocusing U.S. Math and Science Education. Retrieved June 7, 2007 from http://www.issues.org/14.4/schmid.htm

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