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Module 1: Handouts
Pages 121-144

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From page 121... ... Mathematics and Science Education report and its implications for different audiences; and To highlight the value of using TIMSS as a catalyst for reflection and improvement. Agenda What Is TIMSS, and What Is the NRC Report? Read the entire page →
From page 122... ... Spanned 41 countries 1 -5 What Did TIMSS Study? Achievement in mathematics and science � Curriculum practices � Instructional practices � Influences on teachers and students inside and outside the classroom 1 -6 22 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 123... ... Why should we care about TIMSS? � Recognize the importance of math/science education to the economy and quality of life � Learn about alternative ways of dealing with educational challenges � Gain insights into teaching and learning internationally � Reexamine conventional practices � Consider new possibilities for U.S. Read the entire page →
From page 124... ... 525 Korea611 Ireland550 Scotland520 Japan597 Hungary548 England513 Hong Kong587 Australia546 Cyprus502 Netherlands577 United States545 Norway502 Czech Republic567 Canada532 New Zealand499 Austria559 Israel531 Greece492 Thailand490 Portugal475 Iceland474 Iran, Islamic Republic429 Kuwait400 International Average = 529 From: Pursuing Excellence: A Study of U.S. Faurth-Grade Mathematics and ScienceAchiever~rnt in Internatianal Cantr~t 1-12 24 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 125... ... TIMSS Achievement Results Population 2 Science Nations with Average Scores Significantly Higher than the U.S. Not Significantly Different than the U.S. Read the entire page →
From page 126... ... Nations Average Nations Average Nations Average Norway 581 Austria 435 None Sweden 573 United States 423 Russian Federation 545 International Average = 501 Denmark 534 Slovenia 523 Germany 522 Australia 518 Cyprus 494 Latvia 488 Switzerland 488 Cireece 486 Canada 485 France 466 Czech Republic 451 Frorn Pursuing Excellence: A Study of U.S. Tvicifth-Grade Mathematics and Science Achievement in Internatianal Cante:`t 1-18 26 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 127... ... How Do Our Best Fourth-Graders Stack Up? Percentage of Fourth-Graders (Population 1) Read the entire page →
From page 129... ... Summary: Achievement � The U.S. starts strong but falls further and further behind as the years of schooling progress. Read the entire page →
From page 130... ... Science andMather~aticsEducatian 130 1 -30 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 131... ... Number of Topics in Science Textbooks Pop 1 Pop2 Pop 3 U.S. ~ Germany 0 Japan 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 Number of topics The gray bars extend from Me 25th percentile to the 75th percentile for Me number of topics among countries studied in the TIMSS curriculum analysis. Read the entire page →
From page 132... ... � Purposes -To describe teaching practices in each nation -To look at teaching with a fresh perspective -To encourage reflection From: Global Per~pec~ves f or Local Action . 1 -35 Video Study Analyzed Teachers' goals for lessons Treatment of concepts and applications 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 1 -36 32 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 133... ... The NRC Report Looks at � Structure of lessons � Objectives � Beliefs � Scripts From: Global Per~pectivesf or 7 oral Action 1 -37 Questions for Video Viewing � How does the teacher introduce the concept? � What is the difference between how the students are engaged in the U.S. Read the entire page →
From page 135... ... Summary Structure of Lessons U.S. Lessons � Contain lower level content than in Japan or Germany; � Demand less mathematical reasoning; and � Emphasize teacher-prescribed methods over student-invented solutions. Read the entire page →
From page 137... ... Making Connections: School Support System Findings � What sense do you make of these findings? � What questions do they raise about our practices in schools and in higher education? Read the entire page →
From page 139... ... improvement: � Focus the curriculum by prioritizing curriculum topics and eliminating the low priorities. � Develop a curriculum framework based on the NCTM Stanciarcis and the National Science Eclucation Stanciarcis that identifies where and how fundamental concepts and ideas are developed K-12. Read the entire page →
From page 140... ... Work with existing school or district planning, accreditation, or improvement groups to investigate your own practices related to the TIMSS findings: � How do your own students' performances compare with the U.S. findings? Read the entire page →
From page 141... ... Help teacher education students learn the value of developing curriculum frameworks and topic tracing and engage them in doing this type of activity in the schools where they are observing or interning. Examine the methods teaching faculty are using and explore alternatives. Read the entire page →
From page 142... ... Support improvements in your local schools by efforts such as volunteering to find resources, bringing business or workforce perspectives into the schools, appreciating that time for professional development is needed, and remaining open to new ways of teaching and learning. Make teachers and educational administrators in your community aware of the TIMSS findings. Read the entire page →
From page 143... ... Make adjustments to deepen the focus on key topics. Support local educators in developing curriculum frameworks based on the NCTM Standards and the National Science Education Standards that identify where and how fundamental concepts and ideas are developed K-12. Read the entire page →

From page 121...

... Mathematics and Science Education report and its implications for different audiences; and To highlight the value of using TIMSS as a catalyst for reflection and improvement. Agenda What Is TIMSS, and What Is the NRC Report?

Module 1: Handouts Pages 121-144

Module 1: Handouts
Pages 121-144