Global Perspectives for Local Action Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide (1999) / Chapter Skim
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Module 2A: Handouts
Module 2A: Handouts
Pages 227-238
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From page 227... ...
Module 2A: What Does TIMSS Say about Curriculum? Handouts 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 2A-1 Agenda · Making Meaning of TIMSS Data .
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From page 228... ...
What do we mean by curriculum? Content that is intended and taught Organization of the content 2A~ Time and Tracking · Time spent studying mathematics and science · Different exposure to content and skills · Expectations for students to learn mathematics and science 2A-5 Structure of Curriculum Focus Coherence 228 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE
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From page 229... ...
Predictions about Curriculum United States Other Countnes 2A-7 U.S. Population 2 Mathematics and Science Performance Compared to International Average Better than Average -Earth Science -Life Science Worse than Average -Geometry -Measurement - Environmental Issues and the -Proportionality Nature of Science From Pursuing Excel lame: A Study of U.S.
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From: Pursuing Erce11~nce: A Study of U.S. Eighth-Gradc Mathematics and Science Achievement in Intematianal Cantc~t 2A-12 230 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE
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~o lo 0 5 10 Number of Topics in Mathematics Textbooks Pop 2 Pop 3 15 20 25 Number of topics BUTS. ~ Germany O Japan 30 35 40 44 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.
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4 ~ 0 ~ I, r J IS C,) A; car 2 c, ~ 0 5 1 1.6 1.6 O Germany From The TRESS li~atape Classraam Study 1.9 Japan United States 2A-I g 232 Topics Topic 2.3 Segments GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE
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From page 233... ...
Interruptions in Lessons 100 40 30 r r 20 I o 10 lo From: The TIMSS Videotape Classroom Study 1:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-: 1 U.S. Germany Japan 2A-19 Percentage of Mathematics Lessons Characterized as Coherent (Population 2)
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From page 235... ...
Focus "Attention given to single content areas either within single classes or across class sessions." 2A-25 Focus .
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From page 236... ...
2A-29 Percentage of Lessons Rated as Having Low, Medium, and High Quality Mathematical Content ;g 100 fly 90 =.= 80 70 r O 60 50 °.R 40 g° ~ 30 `3,3~ 10 O ° U.S. Germany Japan 1 Frorn The TRESS Videotape Classroom Study 236 2A-30 Low Medium High GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE
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From page 237... ...
Is this the mathematics and science education we want for U.S. children?
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