Module 2B: What Does TIMSS Say about Instructional Practices?

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Module 2B: What Does TIMSS Say about Instructional Practices? Slides

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide What Does TIMSS Say about Instructional Practices?

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Goals To explore differences in the structure of lessons, goals, and beliefs about mathematics teaching in Germany, Japan, and the U.S. To examine the “scripts” that shape characteristics of a typical lesson in each country To identify issues for further reflection and dialogue in your own setting

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Agenda Video Viewing: U.S. and Japan Key Findings Issues for Further Reflection

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Overview of Videotape Study First of its kind Nationally representative sample of Population 2 mathematics classrooms in Germany, Japan, and the U.S. Purposes To describe how each country teaches mathematics To allow us to see teaching with a fresh perspective To encourage reflection

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Video Study Analyzed Teachers’ goals for lessons Treatment of concepts and applications The presence of alternative solution methods How mathematical principles, properties, and definitions were used Whether proofs were included Whether concepts were connected The kinds of tasks assigned

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Japanese Script for Eighth-Grade Mathematics (Inferred) Teacher reviews previous material. Teacher presents problem for the day. Students work on problem. Whole class discusses solution method. Teacher highlights and summarizes major points. From: The TIMSS Videotape Classroom Study

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Are U.S. Mathematics Teachers Implementing Reform Recommendations? 95% of the teachers in the video study indicated that they were “aware” or “somewhat aware” of current ideas about mathematics teaching and learning. 75% indicated that the lessons in the study were “a lot” or “a fair amount” in accordance with current ideas about mathematics teaching and learning. 20% indicated that they had implemented the focus on mathematical (deductive) thinking. From: Pursuing Excellence: A Study of Eighth-Grade Mathematics and Science Achievement in International Context

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Stop and Discuss What are our scripts for teaching mathematics? Other subjects? What do the scripts and other results of the video study indicate about the implementation of reform recommendations in the U.S.? What additional issues/questions do these findings raise?

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Reflection and Dialogue In groups of four, cluster, categorize, and name the issues on Post-Its. Move to the table with a theme that is interesting to you. Assign a reporter and recorder. Discuss the theme. Briefly report out. Reflect on an insight gained or an action intended.

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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Wrap Up What insight do you have or action will you take as a result of this workshop? How might the NCTM standards for teaching and the National Science Education Standards for teaching help you?

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