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Many Visions, Many Aims: A Cross-National Investigation of Curricular Intentions in School Mathematics

William H. Schmidt

Published by Springer
ISBN 10: 0792344375 / ISBN 13: 9780792344377
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Title: Many Visions, Many Aims: A Cross-National ...

Publisher: Springer

Binding: Paperback

Book Condition: New

Book Type: Paperback

Description:

Paperback. 276 pages. Dimensions: 11.2in. x 8.2in. x 0.6in.Which goals and standards guide mathematics education across the world This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining the rich data collected in the TIMSS Curriculum Analysis. This is a study without precedent in scale or detail. It includes an exhaustive, page-by-page inventory of mathematics content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries mathematics education curricula. The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Additionally, it details characteristics of the mathematics curriculum as embodied in textbooks and curriculum guides intended for select grades. This book will be of interest to anyone concerned with mathematics education standards, curriculum policy, cross-national educational comparisons, and mathematics pedagogy. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9780792344377

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Synopsis: PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (lEA) and the gov­ ernments of the participating countries, is a comparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on five continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating coun­ tries and to assess some of the curricular and classroom factors that influence student learning in these subjects. The study will provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and edu­ cational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. ? Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; ? Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and ? Population 3 is defined as all students in their final year of secondary education, includ­ ing students in vocational education programs. In addition, Population 3 has two "specialist" subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (science specialists).

Product Description: Which goals and standards guide mathematics education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining the rich data collected in the TIMSS Curriculum Analysis.
This is a study without precedent in scale or detail. It includes an exhaustive, page-by-page inventory of mathematics content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula.
The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Additionally, it details characteristics of the mathematics curriculum as embodied in textbooks and curriculum guides intended for select grades.
This book will be of interest to anyone concerned with mathematics education standards, curriculum policy, cross-national educational comparisons, and mathematics pedagogy.

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