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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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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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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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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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Representative terms from entire chapter:
video study
