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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Module 2A: What Does TIMSS Say about Curriculum?

Slides

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Goals

  • To establish that curriculum matters

  • To explore what TIMSS tells us about mathematics and science curriculums around the world

  • To understand what makes curriculum focused and coherent

  • To identify issues for further reflection and dialogue and possible actions to improve the mathematics and science curriculums in participants’ own schools, districts, or higher education institutions

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Agenda

  • Making Meaning of TIMSS Data

  • Questions Raised by the Data

  • Key Findings about Curriculum

  • Issues for Reflection and Dialogue

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

What Does TIMSS Say about Curriculum?

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

What do we mean by curriculum?

Content that is intended and taught

Organization of the content

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Time and Tracking

  • Time spent studying mathematics and science

  • Different exposure to content and skills

  • Expectations for students to learn mathematics and science

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Structure of Curriculum

Focus Coherence

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Predictions about Curriculum

United States Other Countries

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

U.S. Population 2

Mathematics and Science Performance Compared to International Average

Better than Average

Worse than Average

— Earth Science

— Geometry

— Life Science

— Measurement

— Environmental Issues and the Nature of Science

— Proportionality

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Class Hours Population 1 Students Spend on Science and Mathematics Per Week

From: Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Hours Population 2 Students Spend on Science and Mathematics Per Year

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Percentage of Population 3 Students Taking Mathematics and Science

From: Pursuing Excellence: A Study of Twelfth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Tracking

  • Japan offers a single curriculum for all students through the end of 9th grade.

  • Germany sorts students into one of three types of schools at the end of 4th grade through examinations, ability grouping, and teacher recommendations.

  • U.S. utilizes within-class grouping and individualization of instruction in elementary schools. In 8th grade, 80% of schools track students in mathematics and 17% in science. The tracking into different mathematics and science classes continues in the high schools.

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Number of Topics in Mathematics Textbooks

The gray bars extend from the 25th percentile to the 75th percentile for the number of topics among countries studied in the TIMSS curriculum analysis. The black line within each gray bar indicates the median number of topics for each population. German textbook data were not available for Populations 1 and 3.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Number of Topics in Science Textbooks

The gray bars extend from the 25th percentile to the 75th percentile for the number of topics among countries studied in the TIMSS curriculum analysis. The black line within each gray bar indicates the median number of topics for each population. German textbook data were not available for Populations 1 and 3.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Attention Given to Science Topics in Population 1

The five topics emphasized most in Population 1 science textbooks: On average, the five most emphasized topics accounted for just over 25% of U.S. science textbooks, compared to 70–75% internationally and for Japan.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Attention Given to Science Topics in Population 2

The five topics emphasized most in Population 2 science textbooks: In Population 2 U.S. science books, about 50% of the content was accounted for by the five most emphasized topics, compared to an international average of about 60%. U.S. single area textbooks in physical science, life science, or earth science were highly focused, with the five most emphasized topics accounting for more of the books together than was true internationally.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Grade 8 Mathematics Textbook Performance Expectations for Two Mathematical Topics— “Congruence” and “Similarity”

Textbooks require students to use a variety of thinking abilities to understand mathematical topics, such as “congruence” and “similarity.” TIMSS researchers used a framework which identified six kinds of thinking abilities and labeled them “performance expectations” (e.g., knowing and using vocabulary, using complex procedures, etc.). The graph here displays the percent of each of these different performance expectations that are called for in the most widely used textbooks from three countries plus the international average. The graph shows that textbooks tend to use the least demanding type of performance expectation the most. Look for bars that show where textbooks also require higher level thinking abilities more than the international average.

*Missing “bars” indicate that the performance expectation was not included for this topic.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Average Number of Topics and Topic Segments in Germany, Japan, and the U.S.

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Interruptions in Lessons

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Percentage of Mathematics Lessons Characterized as Coherent (Population 2)

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Time and Tracking

  • Time to study mathematics and science is not the problem.

  • U.S. tracks students through ability grouping starting in elementary school.

  • Because of the different patterns for tracking students in both high- and low-performing countries, it is not possible to make a connection between tracking and performance.

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Reflection on Time and Tracking

  • How much time do students spend on mathematics and science in your schools?

  • Are there different expectations for mathematics and science learning for different groups of students? If so, are they justified? What are these based on? How early in a student’s study of mathematics and science do these expectations appear?

  • How does your school measure the extent to which students are meeting expectations for mathematics and science learning? How can expectations be increased? What is the anticipated outcome of increased expectations?

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Implications for Action on Time and Tracking

  • Document and compare the expectations that teachers, students, and parents have for the learning of mathematics and science for different groups of students, such as boys, compared to girls.

  • Measure differences in opportunity to learn (time and participation in elective courses) in your schools and in your district.

  • Others:

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Structure of Curriculum

Is it focused?

Is it coherent?

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Focus

“Attention given to single content areas either within single classes or across class sessions.”

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Focus

  • Repetition and review and large numbers of topics may contribute to lack of focus in the U.S.

  • The curriculum to which students are exposed is considered to be one important factor associated with what students learn.

  • Other countries teach fewer content areas in any given year than does the U.S. U.S. textbooks cover more mathematics and science topic areas than textbooks in other nations. The typical U.S. 8th-grade mathematics textbook covers 35 topics, while the typical Japanese 8th-grade textbook covers 7.

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Coherence— The Smoothly Developing Story in Mathematics and Science:

  • Connectedness of the mathematics or science ideas and skills presented to students over an extended period of time

  • Involves artfully piecing together segments, creating tensions and dilemmas, and building toward a conclusion

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Coherence

  • “In a coherent curriculum, new or more complex ideas and skills build on previous learning, applications are used to reinforce prior learning, and extensive repetition is avoided.” Global Perspectives for Local Action

  • Eighth-grade mathematics and science curricula in the U.S. provide more repetitive and less challenging material than in other countries.

  • The organization of topics in textbooks suggests that topics are not well connected; e.g., U.S. texts have more topics more widely scattered across class sessions.

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Reflection on Focus and Coherence

  • How many mathematics and science topics are covered each year in your schools?

  • What connections among topics exist within the curriculum? How are those connections made explicit to students from year to year, from topic to topic, from lesson to lesson, and within a single lesson? Should connections be made more explicit, and if so, how?

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Percentage of Lessons Rated as Having Low, Medium, and High Quality Mathematical Content

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Is this the mathematics and science education we want for U.S. children?

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

What can be done?

  • Examine the focus of your curriculum.

  • Increase curriculum depth in some areas.

  • Look for opportunities to link new learning to what children already know.

  • Check alignment of curriculum with national or state standards.

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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How do we get there?

  • Teachers

  • Parents

  • Administrators

  • Textbook Publishers

  • Higher Education Faculty

  • Test Developers

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Implications for Action

  • Increase the coherence of the curriculum by pointing out the connections among topics.

  • Develop a curriculum framework based on the NCTM Standards and the National Science Education Standards that identifies where and how fundamental concepts and ideas are developed K–12.

  • Assess the quality of the curriculum. How rigorous is it? To what extent does it encourage students to study topics in depth? How closely does it align with the content in the NSES and NCTM Standards?

  • Others:

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Wrap Up

An insight you have gained.

An action you intend to take.

Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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This page in the original is blank.
Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2A: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage them to use the information to make improvements in mathematics and science education. Provided in the report are insights into mathematics and science achievement, curriculum, instruction, and school support systems, such as professional development, in the United States and around the world. To make TIMSS information more accessible and useful to educators and the public, the NRC prepared this professional development guide to accompany its report. This guide provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public.

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