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Mathematics and Science Model
Mathematics Standards (Arizona and Japan) The Nation's
Report Card: Mathematics Highlights from 2000 TIMSS
Resource Page from the AFT Improving Mathematics Education Using Results from NAEP and TIMSS (.pdf format) Get Acrobat ReaderLinda D. Wilson and Rolf K. Blank (1999) In 1997, two major studies, the National Assessment of Educational Progress and the Third International Mathematics and Science Study, were released. These studies have helped provide a wealth of information regarding student knowledge and performance in mathematics. This paper serves as an analysis of those studies concerning the performance strengths and weaknesses of American students. It attempts to explain the wide differences in mathematics proficiency among our schools. It also summarizes some of the major differences between these studies, as well as state assessment programs, in their purpose and design. Knowing and Teaching Elementary Mathematics by Richard Askey Published in American Educator (1999) In this article, Askey reviews a book of the same title as the article written by Chinese mathematics teacher Liping Ma. Ma's book examines the ways in which Chinese mathematics teachers approach teaching complex subjects as compared to teachers in the United States, providing illustrations that help show how the topic under consideration fits into the larger picture of elementary mathematics. Basic Skills Versus Conceptual Understanding by Hung-Hsi Wu Published in American Educator (1999) In this article, University of California at Berkeley mathematics professor Hung-Hsi Wu, examines the debate between teaching "basic skills" mathematics or emphasizing conceptual understanding in mathematics, arguing that both are necessary in the end. Setting Higher Sights: A
Need for More Demanding Assessments for U.S. Eight Graders Learning First Alliance (1998) How can we bring American students to world class levels of achievement in mathematics? The Learning First Alliance tackles such a question in their 1998 action plan. The extensive plan covers many topics such as improving student achievement and closing the existing racial/socioeconomic performance gaps. Objectives involving four key areas (curriculum changes, teacher training, public support, and research-based reforms) are discussed and step by step recommendations are included. The Formula for Success: A Business Leader’s Guide to Supporting Math and Science Achievement Business Coalition for Education Reform (1998) According to recent studies, children today assume that there is no reason why they should strive for excellence in school. This, though, may be a dangerous assumption considering that "almost 90% of new jobs require more than a high school level of literacy and math skills." In this report, the Business Coalition for Education Reform continues its aim to illustrate the value of math and science mastery in the workplace. It addresses the TIMSS findings and offers models that enable business and education leaders to support achievement strategies. Learning from the TIMSS: Results from the Third International Mathematics and Science Study National Research Council (1997) What exactly is the Third International Mathematics and Science Study and what does it mean for our schools? In 1997, a symposium was held to answer these questions and to initiate a discussion in hopes of advancing reform. This conference summary opens with a detailed look at the very complex nature of TIMSS. It also includes questions that were raised about the study and certain policy issues that were addressed. The symposium’s major themes are also presented. Executive Summary: What Students Abroad Are Expected to Know About Mathematics (Exams from France, Germany and Japan) American Federation of Teachers (1997) This 1997 report by the AFT and the National Center for Improving Science Education (NCISE) shows much larger percentages of students in France, Germany, and Japan taking and passing demanding math exams than their American Counterparts. The report examines the French brevet, the German Realschule exam, and the Tokyo prefecture high school entrance exam. Also compared are the various college entrance examinations administered in each country: the French baccalaureat, the German Abitur, the Tokyo University entrance examination and the SAT I, AP, and SAT II exams. New AFT/NCISE Report Highlights Differences in Science Achievement Here and Abroad (Press Release) American Federation of Teachers (1996) The AFT/NCISE report, What College-Bound Students Abroad Are Expeceted to Know About Chemistry and Physics, illustrates how an integrated system of a common curriculum, exams based on that curriculum, and incentives for students lead to substantial proportions of students mastering demanding material. Principles and
Standards for School Mathematics National Science Education
Standards Science Framework for the 1996 National Assessment of Education Progress Mathematics Framework for the 1996 National Assessment of Education Progress Benchmarks for Science
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