Lessons Learned: What International Assessments Tell Us about Math Achievement

Lessons Learned: What International Assessments Tell Us about Math Achievement

by Tom Loveless
     
 

ISBN-10: 0815753349

ISBN-13: 9780815753346

Pub. Date: 10/28/2007

Publisher: Brookings Institution Press

Standards for education achievement are under scrutiny throughout the industrial world, and in this technological age, student performance in mathematics is deemed particularly important. For over four decades, international assessments conducted by the International Association for the Evaluation of Educational Achievement have measured how well students are learning…  See more details below

Overview

Standards for education achievement are under scrutiny throughout the industrial world, and in this technological age, student performance in mathematics is deemed particularly important. For over four decades, international assessments conducted by the International Association for the Evaluation of Educational Achievement have measured how well students are learning math in various countries. But beyond the basic "horse race" appeal of such tests, what have we learned from this wealth of collected data?

The authors, all experts on international assessments, dig beneath the national scores to investigate pressing issues of practice and policy. What overarching lessons have we learned from forty years of testing? How have popular reforms influenced learning? How do U.S. math curricula compare with those used overseas? And does school size really affect learning? By evaluating these questions and others, Lessons Learned moves beyond the competition for international ranking to find strategies, both in and outside the classroom, to improve student achievement in mathematics.

Contributors: Jan-Eric Gustafsson (University of Gothenburg), Laura S. Hamilton (RAND Corporation), Richard T. Houang (Michigan State University), Dougal Hutchison (National Foundation for Educational Research), Jeremy Kilpatrick (University of Georgia), Michael O. Martin (Boston College), José Felipe Martínez (University of California-Los Angeles), Vilma Mesa (University of Michigan), Ina V. S. Mullis (Boston College), Elena C. Papanastasiou (Intercollege, Cyprus), Efi Paparistodemou (Ministry of Education, Cyprus), William H. Schmidt (Michigan State University), Ian Schagen(National Foundation for Educational Research), Gabriela Schütz (Ifo Institute for Economic Research), Finbarr Sloane (Arizona State University)

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Product Details

ISBN-13:
9780815753346
Publisher:
Brookings Institution Press
Publication date:
10/28/2007
Pages:
256
Product dimensions:
6.20(w) x 9.10(h) x 0.90(d)

Table of Contents

Foreword
Acknowledgments
1. Introduction: Secondary Analysis of Data from International Assessments - by Tom Loveless
2. TIMSS in Perspective: Lessons Learned from IEA's Four Decades of International Mathematics Assessments - by Ina V. S. Mullis and Michael O. Martin
3. Understanding Causal Influences on Educational Achievement through Analysis of Differences over Time within Countries - by Jan-Eric Gustafsson
4. Lack of Focus in the Mathematics Curriculum: Symptom or Cause? - by William H. Schmidt and Richard T. Houang
5. U.S. Algebra Performance in an International Context - by Jeremy Kilpatrick, Vilma Mesa, and Finbarr Sloane
6. What Can TIMSS Surveys Tell Us about Mathematics REforms in the United States during the 1990s? – by Laura S. Hamilton and Jose Felipe Martinez
7. School Size and Student Achievement in TIMSS 2003
8. Examining Educational Technology and Achievement through Latent Variable Modeling - by Elena C. Papanastasiou and Efi Paparistodemou
9. Comparisons between PISA and TIMSS--Are We the Man with Two Watches? - by Dougal Hutchinson and Ian Schagen
Contributors
Index

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