american federation of teacherstimss 1 the american federation of teachers looks at timss
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American Federation of Teachers TIMSS 1
The American Federation of Teachers
looks at
TIMSS
American Federation of Teachers TIMSS 2
International Association for the Evaluation of Education Achievement (IEA)
National Center for Education Statistics (NCES)
National Science Foundation (NSF) 41 participating nations-Grade 8 26 nations-Grade 4 21 nations-Grade 12
Third International Mathematics and Science
Study (TIMSS)
American Federation of Teachers TIMSS 3
What TIMSS looked at
Structure of education systems expectations, supports, decision makers,
stakes Curriculum
rigor, focus, specificity, authority, expectation Delivery of instruction
goals, structure, and content of lessons Student Achievement
9-year-olds 13-year-olds end of secondary school
American Federation of Teachers TIMSS 4
Sampling/validity More than $2 million to validate sampling Samples included:
representative regions metropolitan and non-metropolitan sites socioeconomic variety demographic variety different German states and types of schools different size communities and schools in Japan
Achievement of video students is very similar to country as a whole.
American Federation of Teachers TIMSS 5
TIMSS: Grade 4
When comparing achievement in 26 TIMSS countries, U.S. fourth grade students are: above the international average in mathematics. above the international average in science.
NCES, 1997. Third International Mathematics and Science Study. Pursuing Excellence
American Federation of Teachers TIMSS 6
Who do U.S. fourth graders outperform?
MATHEMATICS Latvia Greece Scotland Iran Thailand Cyprus England
Iceland Portugal Norway New Zealand Kuwait
NCES, 1997. TIMSS. Pursuing Excellence
SCIENCE England Latvia Canada Israel Singapore Iceland Slovenia Greece Ireland Portugal Scotland Cyprus
Hong Kong Thailand Hungary Iran New Zealand Kuwait Norway
American Federation of Teachers TIMSS 7
Whose 4th graders do significantly better than U.S. students? NCES, 1997. TIMSS. Pursuing Excellence
MATHEMATICS Singapore
Korea Japan
Hong Kong Netherlands
Czech Republic Austria
SCIENCE Korea
American Federation of Teachers TIMSS 8
TIMSS: Grade 8
When comparing students in 41 countries, U.S. eighth grade students are:
below the average in mathematics above the average in science
SOURCE: National Center for Education Statistics. Third International Mathematics and Science Study. Pursuing Excellence
American Federation of Teachers TIMSS 9
Whose 8th grade students scored significantly better than those of the U.S.?
MATHEMATICS
Singapore France
Korea Hungary
Japan Russia
Hong Kong Australia
Belgium Ireland
Czech Republic Canada
Slovak Republic
Switzerland
Netherlands
Slovenia
Bulgaria
SCIENCE
Singapore
Czech Republic
Japan
Korea
Bulgaria
Netherlands
Slovenia
Austria
Hungary
SOURCE: National Center for Education Statistics. Pursuing Excellence
American Federation of Teachers TIMSS 10
TIMSS: Population 3
Students at the end of secondary school
U.S. grade 12
Ranges from grade 9 to grade 14
Four reports General knowledge of mathematics General knowledge of science Advanced mathematics Physics
American Federation of Teachers TIMSS 11
TIMSS: Population 3General Knowledge of Mathematics
Significantly better Netherlands
Sweden Denmark
Switzerland Iceland Norway France
New Zealand Australia Canada Austria
Slovenia Germany Hungary
Same as U.S. Italy
Russian Federation Lithuania
Czech Republic U.S.
Significantly lower Cyprus
South Africa
American Federation of Teachers
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 12
Scale score comparisonGeneral Mathematics Knowledge
Netherlands 560 TIMSS average 500
U.S. 461 South Africa 356
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 13
TIMSS Population 3General Knowledge of Science
Significantly better Sweden Netherlands Iceland Norway Canada New Zealand Australia Switzerland Austria Slovenia Denmark
Same as the U.S. Germany France Czech Republic Russian Federation United States Italy Hungary Lithuania
Significantly lower Cyprus South AfricaAmerican Federation of Teachers SOURCE:
NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 14
Scale Score ComparisonGeneral Knowledge of Science
Sweden 559 TIMSS average 500 United States 480 South Africa 349
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 15
How do our best 4th grade students do?The TIMSS top 10 percent in math
05
10152025303540
Sng Kor Jpn HK Cz Irl U.S.
Mullis et al, 1997. Mathematics Achievement in the Primary School Years
Percent of Students
Singapore
Korea
Japan
Hong Kong
Czech
Ireland
U.S.
American Federation of Teachers TIMSS 16
How do our best 4th grade students do?The TIMSS top 10% in science
1716
1311 11 11
9
02468
1012141618
Kor US Eng Jpn Sing Cz Ca
Martin et al, 1997. Science Achievement in the Primary School Years
Percent of Students
Korea US England Japan Singapore Czech Canada
American Federation of Teachers TIMSS 17
How do our best 8th grade students do?The TIMSS top 10 percent
5
13
32
18
45
31
1114
0
5
10
15
20
25
30
35
40
45
Math ScienceSOURCE: National Center for Education Statistics, 1996. Third International Mathematics and Science Study
U.S. Japan
Singapore Hungary
American Federation of Teachers TIMSS 18
How do our other 4th grade students do?The TIMSS top quartile/top half in math
0102030405060708090
Top quartile Top halfMullis et al, 1997. Mathematics Achievement in the Primary School Years
Percent of Students
Singapore Korea Japan Hong Kong
Czech Ireland U.S.
American Federation of Teachers TIMSS 19
Percentage of 8th grade students in the international top quartile and half in math
18
45
58
8374
94
26
63
0102030405060708090
100
Top 25% Top halfSOURCE: Beaton et al. 1996. Mathematics Achievement in the Middle School Years
U.S
Japan
Singapore
France
American Federation of Teachers TIMSS 20
Variation in Performance: Grades 7/8The international average in 8th grade mathematics is 30 points higher than at 7th grade. If 30 points is roughly a year’s difference:
the average U.S. 8th grader is more than a year behind Russian, Hungarian and French students in math;
more than two years behind Czech and Belgian students;
more than three years behind Japanese, Korean and Singaporean students.
The scores of students at the U.S. median are similar to those of Japan’s lower 25%.
SOURCE: Beaton et al, 1996, Mathematics Achievement in the Middle School Years
American Federation of Teachers TIMSS 21
Advanced math: Top 5 and 10 percent
Top 10% Mean
Slovenia* 629 France 612 Canada 567 TIMSS 554 U.S. 485 Czech Rep. 485
*Sampling problem
Top 5% Mean
Slovenia* 664 France 645 Canada 620 TIMSS 601 U.S. 543
SOURCE:Mullis et al, 1998. Mathematics and Science Achievement in the Final Year of Secondary School. IEA
American Federation of Teachers TIMSS 22
Physics: Top 5 and 10 percent
Top 10%
Mean
Slovenia* 652 Sweden 630 TIMSS 533 Canada 522 U.S. 451
Top 5% Mean
Slovenia* 698 Sweden 678 TIMSS 583 Canada 574 U.S. 485
SOURCE: Mullis et al, 1998. Mathematics and Science Achievement in the Final Year of Secondary School. IEA
American Federation of Teachers TIMSS 23
U.S. Fourth Grade Performance Strengths/ Weaknesses
Mathematics Above the international
average
Whole numbers
Fractions/proportionality
Data and probability
Geometry
Patterns, relations, functions
Below the international average
Measurement, estima-tion, and number sense
Science Above the international
average
Earth science
Life science
Physical science
Environmental issues and the nature of science
SOURCE: NCES, 1997. Pursuing Excellence.
American Federation of Teachers TIMSS 24
U.S. Grade 8 Performance: Strengths/ Weaknesses
SOURCE: National Center for Education Statistics, 1996. Pursuing Excellence. Math
U.S. students better in:Fractions and number sense Data representation
U.S. students weaker in:
MeasurementGeometry
Comparing only topics they taught does not relative standings.
Science U.S. students better in:
Earth science Life scienceEnvironmental
U.S. students weaker in:
ChemistryPhysics
U.S. teachers say significantly change the
American Federation of Teachers TIMSS 25
Martin et al, 1997.
Science Achieve-
ment in the Primary School Years 46
35
28
33
27 26 25
0
5
10
15
20
25
30
35
40
45
50 Top Quartile
Percent students
Korea US England Japan Singapore Czech Canada
How do other U.S. 4th graders do?The TIMSS top quartile in science
American Federation of Teachers TIMSS 26
Comparative Performance at Grades 4/8 Science
Mullis et al. Mathematics Achievement in the Primary School Years. IEA NCES. TIMSS. Pursuing Excellence
FOURTH GRADE Korea*** Japan United States Austria Australia Netherlands Czech Republic England Canada Singapore Slovenia Ireland u Scotland***Statistically above all other countries
EIGHTH GRADE Singapore Czech Republic Japan Korea Netherlands Slovenia Austria Hungary
England Australia Ireland United States
American Federation of Teachers TIMSS 27
U.S. Performance: Grade 4 and Grade 8
Mullis et a.l, 1997. Mathematics Achievement in the Primary School Years
The U.S. is the only country participating in the 4th grade TIMSS whose math standing falls from above average at fourth grade to below average at eighth grade.
American Federation of Teachers TIMSS 28
TIMSS: Population 3Advanced Math
Compared to All
U.S. Calculus students
Significantly better France Russian Federation Switzerland Denmark Cyprus Lithuania
Significantly lower Germany Austria
Compared to Only U.S.
AP Calculus students
Significantly better France
Significantly lower Slovenia Italy Czech Republic Germany Austria
SOURCE: NCES,1998. Pursuing Excellence.
American Federation of Teachers TIMSS 29
Scale score comparisonAdvanced math
France 557 U.S. AP 513 TIMSS 501 U.S. Calculus 492 Pre-calculus 442 Austria 436
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 30
The crème de la crème: math The average score of U.S. students is lower than
that of their peers at both ends of the scale even though the difference between top and bottom is similar to that of most countries.
The most advanced 5% of U.S. math students score similarly to 10 to 20% of the age cohort in most of the other countries.
SOURCE: NCES,1998. Pursuing Excellence
American Federation of Teachers TIMSS 31
TIMSS: Population 3Advanced science: physics
Compared to all physics students
Significantly better Norway Sweden Russian Federation Denmark
Significantly lower Austria
SOURCE: NCES,1998. Pursuing ExcellenceTIMSS
Same as U.S. Slovenia Germany Australia Cyprus Latvia Switzerland Greece Canada U.S. France Czech Republic
American Federation of Teachers TIMSS 32
Scale score comparisonPhysics
Norway 581 TIMSS 504 U.S. AP 474 Austria 435 U.S. Non-AP 423
American Federation of Teachers
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 33
WARNING! No single finding of the TIMSS study by itself
can explain why a country’s students do or do not do well. It is essential to see all the pieces of the puzzle and how they fit together--to figure out why, when some things look the same on the surface, there are huge differences in results;
or why, when thingsseem quite different,
results are quite similar.
American Federation of Teachers TIMSS 34
The lesson profiles of France and Spain are similar. Yet, French students score significantly better than Spanish students.
Swiss lessons emphasize students’ responsibility for their own learning in contrast to very teacher-directed instruction in France. Both do well.
Canada’s math curriculum has more topics than the U.S. curriculum. Her students score significantly better in math. Schmidt et al, 1996. Characterizing Pedagogical Flow.
For example...
American Federation of Teachers TIMSS 35
We must compare, conjecture, and ask what made the difference. Was it:
the subject matter knowledge of teachers? the amount of time students worked alone? the quality of textbooks and resources? the presence of a common core curriculum? having stakes for student achievement? training?
What patterns emerge from data for all the student populations and all the reports?
American Federation of Teachers TIMSS 36
What sets us apart from countries whose students scored
significantly better? no nationally defined curriculum less advanced mathematical content disruption of the educational process no rewards or sanctions for academic
performance weak induction process for teachers little opportunity for professional interaction with
colleagues
American Federation of Teachers TIMSS 37
Teaching out of field
The U.S. Commission on Teaching and America’s Future reports:
nearly one-fourth of all secondary teachers do not even have a college minor in their main teaching field, including;
30% of mathematics teachers 56% of physical science
teachers. These proportions are much higher
in high-poverty schools and in lower track classes.
What Matters Most: Teaching for America’s Future. 1996.
American Federation of Teachers TIMSS 38
Teaching and America’s Future recommendations
Get serious about standards, for both students and teachers.
Reinvent teacher preparation and professional development.
Overhaul teacher recruitment and put qualified teachers in every classroom.
Encourage and reward teaching knowledge and skill.
Create schools that are organized for student and teacher success.
Source: National Commission on Teaching & America’s Future, 1996. What Matters Most: Teaching for America’s Future
American Federation of Teachers TIMSS 39
Possible Reasons for Our Downward Slide from 4th to 8th grade
Less rigorous content Unfocused curriculum Out-of field teaching Lack of a common curriculum Little incentive for high achievement
American Federation of Teachers TIMSS 40
Why is the U.S. relatively worse at 12th grade than 8th?
Could it be:
amount of instruction? course-taking in final year? curriculum? outside of school activity? existence of consequences?
American Federation of Teachers TIMSS 41
How did course-taking in the final year affect end-of-secondary TIMSS
results? U.S. students not taking math in grade
12: 34% Canadian students not taking math in
final year: 46% At least one third of students are no
longer taking math in Iceland, Netherlands, Switzerland.
American Federation of Teachers TIMSS 42
Other Findings from end-of-secondary TIMSS
Strong relationship between calculator use and achievement.
Computer/achievement relationship is different. Unlike other countries, U.S. advanced math and
science students did not report having more than 5 hours of instruction a week.
Virtually no single-step or single-stage problems on TIMSS or NAEP.
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 43
Employment and School Climate Hours per day working at a paid job. (3 or more hours)
U.S. 55%
TIMSS 18% Had something stolen at school in the month prior to taking
TIMSS
U.S. 24%
TIMSS 13% Was threatened by another student in the month preceding
TIMSS
U.S. 11%
TIMSS 7%
SOURCE: NCES,1998. Pursuing Excellence. TIMSS
American Federation of Teachers TIMSS 44
What do we make of it?
Countries having higher achievement at the end of school than at 8th grade tended to have older students at the end of school than countries whose standing was relatively worse at the end of school.
Countries where more students were taking math in their final year of secondary school were not more likely to have a better position relative to other countries than they did in 8th grade.
NCES, 1998. Pursuing Excellence. TIMSS.
American Federation of Teachers TIMSS 45
First in the World Consortium Strong foundation in the middle grades Challenging curriculum and higher expectations in
high school Better prepared math and science teachers (all have
majors or minors in what they teach) Significant professional development opportunities
for all. Learning networks to share best practices and teaching techniques. Incentives to work with experts and take significant course work.
Source: First in the World Consortium
American Federation of Teachers TIMSS 46
Curriculum
The United States is one of a small number of countries whose curriculum is not determined nationally or at least “strongly advised” nationally.
Most countries can identify a common core of knowledge that all students are expected to learn.
Schmidt, 1996. A Splintered Vision.
American Federation of Teachers TIMSS 47
Curriculum in the early years
More topics in both U.S. math and science than others
Content similar to the rest of the world in math
Science is more focused in 4th grade than in 8th. We do less well in physical science even at this level.
SOURCE: William Schmidt. TIMSS Curriculum Study
and NCES, 1997. Pursuing Excellence.
American Federation of Teachers TIMSS 48
Between fourth and eighth grades, other countries introduce six to eight math and eight to eleven science topics in a focused way.
Most of the U.S. curriculum is still unfocused and splintered. Only one of the topics introduced in U.S. math is done so with focused attention.
SOURCE: William SchmidtTIMSS Curriculum Study
Curriculum in later years
American Federation of Teachers TIMSS 49
Grade 8 curriculum: more findings
U.S. curriculum is less rigorous than in other countries;
covers more topics per year than most countries;
is not as focused as in Germany and Japan in math.
In science, topic coverage is similar to other countries. Schmidt, 1996. A Splintered Vision.
American Federation of Teachers TIMSS 50
Level of 8th grade content by average international placement
8th grade
9th grade
7th grade
Germany
Japan
United States NCES, 1996. TIMSS Videotape Study web
site: http:\\ed.gov/NCES/TIMSS/html
American Federation of Teachers TIMSS 51
What makes strong mathematics lessons?The Videotape Classroom 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
American Federation of Teachers TIMSS 52
Four Kinds of Goals
Mathematical Skills how to solve specific kinds of problems, use standard formulas...
Mathematical Thinkingexploration, development, comprehension of mathematical concepts; multiple solutions
Social/Motivationalnon-mathematical
Test Preparation
American Federation of Teachers TIMSS 53
Teachers’ goals: skills/solving specific problems vs. thinking and understanding
mathematics
55
31
0
25
73
0
61
22
6
0
10
20
30
40
50
60
70
80
Skills Thinking Test prpSOURCE: National Center for Education Statistics. Pursuing Excellence, 1996.
Germany
Japan
U.S.
American Federation of Teachers TIMSS 54
Structure and delivery of lessons
Characteristic lesson scripts U.S. and German teachers present a procedure or
skill and then have students apply it. Japanese teachers have students solve a problem
first, then draw on student thinking to develop understanding of a concept.
Coherence and U.S. lessons: switched topics more often, did not link the changes, had more “irrelevant diversions,” and more interruptions from outside.
SOURCE: NCES, 1996. Pursuing Excellence
American Federation of Teachers TIMSS 55
What could 4th grade students in the top half in math answer correctly?
Here is a number sentence.
2000 + + 30 + 9 = 2739
What number goes in the to make this sentence true?
Answer: ______________
SOURCE: Mullis et al, 1997. Mathematics Achievement in the Primary School Years
American Federation of Teachers TIMSS 56
What could fourth grade students in the top quartile in math answer correctly?
25 x 18 is more than 24 x 18 How much more?
A. 1
B. 18
C. 24
D. 25
SOURCE: Mullis et al, 1997. Mathematics Achievement in the Primary School
Years. IEA
American Federation of Teachers TIMSS 57
What could 9-year-olds in the top 10 percent in math answer correctly?
There are 10 girls and 20 boys in Juanita’s class. Juanita said that there is one girl for every two boys. Her friend Amanda said that means 1/2 of all the students in the class are girls.
How many students are there in Juanita’s class? Is Juanita right? Answer___ Use words or pictures to explain why. Is Amanda right? ___ Use words or pictures to explain why.
SOURCE: Mullis et al, 1997. Mathematics Achievement in the Primary School Years. IEA
American Federation of Teachers TIMSS 58
Questions that differentiated 8th grade students at various marker levels SOURCE: Beaton et al, 1996. Mathematics Achievement in the Middle School Years
Top 10% Top half Lower half
Percent Distance on map (a)Subtraction
If the price of a Using the scale 6 0 0 0can of beans is on a map - 2 3 6 9raised from 60 ( 1cm = 1km)cents to 75 cents find the distance (b) Fractionswhat is the per- between two cent increase given cities. Write a fraction that the price? is larger than
2/7.
American Federation of Teachers TIMSS 59
Grade 8 Item comparisons SOURCE: Beaton et al., 1996. Mathematics Achievement in the Middle School Years
Lower Half Top Half Top 10%
OOO OOO If m represents Juan has 5 fewer
Which set of shapes a positive num- hats than Maria, and
is arranged in the ber, which of Clarissa has 3 times
same pattern? these is as many hats as Juan.
equivalent to If Maria has n hats,
m+m+m+m? which of these repre-
m+4 sents the number of
4m hats that Clarissa has?
m4 5-3n 3n-5
4(m+1) 3n 3(n-5)
n - 5
American Federation of Teachers TIMSS 60
End of Secondary Math Literacy
From a batch of 3000 light bulbs, 100 were selected at random and tested. If 4 of the light bulbs in the sample were found to be defective, how -many defective light bulbs would be expected in the entire batch?
American Federation of Teachers TIMSS 61
End of secondaryMath Literacy
Using the set of axes below, sketch a graph which shoes the relationship between the height of a person and his/her age from birth to 30 years. Be sure to label your graph, and include a realistic scale on each axis.
(Picture of 11 x 16 grid)
American Federation of Teachers TIMSS 62
End of secondary Advanced Students
The vertices of the triangle PQR are the points p(1,2), Q(4,5) and R(-4,12). Which one of the following statements about triangle PQR is true?
A. PQR is a right triangle with the right angle P.
B. PQR is a right triangle with the right angle Q.
C. PQR is a right triangle with the right angle R.
D. PQR is not a right triangle.
American Federation of Teachers TIMSS 63
End of SecondaryAdvanced math students
See p. 157 and scan in question box
American Federation of Teachers TIMSS 64
American Federation of Teachers TIMSS 65
Write down two different things that people can do to help reduce air pollution.
SOURCE: Martin et al, 1997. Science Achievement in the Primary School Years. IEA
In science, the upper half of fourth graders could generally answer this correctly
American Federation of Teachers TIMSS 66
In science, upper quartile fourth graders could generally answer this correctly
SOURCE: Martin et al, 1997. Science Achievement in the Primary School Years. IEA
The picture shows two forms of sugar--solid cubes and packets of loose sugar. One cube has the same mass of sugar as one packet.
Which of the two forms of sugar will dissolve faster in water?__________
Give a reason for your answer.
American Federation of Teachers TIMSS 67
Item 4th graders in the top 10 percent in science were likely to answer correctly
To find out whether seeds grow better in the light or dark, you could put some seeds on pieces of damp paper and
A. keep them in a warm, dark place
B.keep one group in a light place and another in a dark place
C.keep them in a warm, light place
D. put them in a light or dark place that is cool
SOURCE: Martin et al, 1997. Science Achievement in the Primary School Years. IEA
American Federation of Teachers TIMSS 68
Treatment of mathematical conceptsIn U.S. 8th grade math, concepts were developed much
less frequently than in Germany and Japan.
2317
787783
22
0102030405060708090
Germany Japan U.S.TIMSS Videotape Study web site: http:\\www.ed.gov/NCES/TIMSS/hmtl
Stated
Developed
American Federation of Teachers TIMSS 69
Structure and delivery of lessons
Characteristic national lessons U.S. and German teachers present a procedure or
skill; then students apply it. Japanese teachers have students solve a problem
first, then draw on student thinking to develop understanding of a concept.
Coherence and U.S. lessons switched topics more often did not link parts of the lesson had more “irrelevant diversions” more interruptions from outside
SOURCE: NCES, 1996. Pursuing Excellence
American Federation of Teachers TIMSS 70
Classwork and Seatwork
Japan switches back and forth between the two and has shorter segments. (Stevenson &
Stigler, The Learning Gap)
U.S. and German seatwork focuses on routine procedures; Japan’s seatwork is thinking-oriented.
89
4
41 44
96
10
10
20
30
40
50
60
70
80
90
100 NCES, 1996. Pursuing Excellence
G erm anyJapanU .S .
Routine Thinking
American Federation of Teachers TIMSS 71
Frequency of Alternative Solution MethodsGrade 8 math
12
7
19
14
42
8
0
5
10
15
20
25
30
35
40
45
Germany Japan U.S.NCES,1997. TIMSS Videotape web site http:\\www.ed.gov/NCES/TIMSS/hmtl
Teacher
Student
American Federation of Teachers TIMSS 72
Homework
Comparing Germany, Japan, and the U.S.:
The U.S. has about as much homework as others.
The U.S. and Germany spend more class time sharing homework than Japan.
Only the U.S. works on homework during class and counts it in grades.
8
2
11
0
2
4
6
8
10
12
Classtim e
SOURCE: NCES, 1996. TIMSSweb site: http:\\www.ed.gov/NCES/TIMSS/hm tl
Germ any
Japan
U.S.
American Federation of Teachers TIMSS 73
Linking was important for lesson coherence
There are times when teachers want students to understand ideas in relation to each other. If a teacher in the videotape study made a specific connection to tie ideas together during a lesson, researchers called it a “link.”
Remember when Marie said...
American Federation of Teachers TIMSS 74
Percent of grade 8 math lessons that include explicit linking by the teacher
40
96
40
0
20
40
60
80
100
NCES, 1996. Pursuing Excellence
Germany
Japan
U.S.
Ger. Jpn. U.S.
American Federation of Teachers TIMSS 75
Expectations of classroom talkfor students
U.S. Japanmore yes/no or much more likely to short answer questions include explana-
tions
define terms and state clarify and rules elaborate
Stevenson & Stigler, 1992. The Learning Gap
American Federation of Teachers TIMSS 76
Lesson characteristics that contribute to mathematical quality
Coherence of sequencing Way in which examples contribute
to lesson’s central concept Type of reasoning required of
students Increase in complexity of problems
NCES, 1996. Pursuing Excellence
American Federation of Teachers TIMSS 77
Mathematical quality of lessonsWhen lessons were rated for the quality of math content, 87
percent of U.S. lessons were given the lowest rating.
40
13
87
37
57
13
2330
00
10
20
30
40
50
60
70
80
90
Germany Japan U.S.NCES, 1996. Puruing Excellence
Low
Medium
High
American Federation of Teachers TIMSS 78
Proofs and Deductive Reasoning
10
21
53
62
0 00
10
20
30
40
50
60
70
Proofs Deduct.Reason.
SOURCE: NCES, 1996.TIMSS Videotape Study web site
http://www.ed.gov/NCES/TIMSS/hmtl
Germany
Japan
U.S.
American Federation of Teachers TIMSS 79
Other TIMSS findings What is written during a lesson:
In Japan, 80% of what is written is still visible at the end of class, compared to about 20% of what has been written in American classrooms.
Class time:
U.S. students spend more time in math class than their peers.
Homework:
Only U.S. students spend time working on the next day’s homework in class.
TV habits: Students in other countries report watching as much TV as their
U.S. peers.
TIMSS Videotape Study web site: http:\\www.ed.gov/NCES/TIMSS/html NCES, 1996. Pursuing Excellence
American Federation of Teachers TIMSS 80
Grouping
In the U.S., 8th grade students are generally put into different math classes on the basis of ability. The content differs for different classes.
In Germany, although tracked to different schools, students study the same content, but the rigor varies.
In Japan, classes are heterogeneous through eighth grade; everyone studies the same thing.
NCES, 1996. Pursuing Excellence
American Federation of Teachers TIMSS 81
REMEMBER!
No single finding of the TIMSS study
by itself can explain the achievement
level of a country’s students. It takes a whole coherent system.