Literaturnachweis - Detailanzeige
| Autor/inn/en | Schmidt, William; Houang, Richard; Cogan, Leland |
|---|---|
| Titel | A Coherent Curriculum: The Case of Mathematics |
| Quelle | In: Journal of Direct Instruction, 4 (2004) 1, S.13-28 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1540-0077 |
| Schlagwörter | Mathematics Achievement; Mathematics Instruction; Teaching Methods; Mathematics Curriculum; Comparative Education; Educational Benefits; Foreign Countries; United States |
| Abstract | This article presents an analogy which explains much of the differences between schooling and teaching in the highest achieving countries in the world and in the United States. A new analysis of data from the Third International Math and Science Study (TIMSS) provides evidence that American students and teachers are greatly disadvantaged by the country's lack of a common, coherent curriculum and the texts, materials, and training that match it. In this article, the authors briefly review what TIMSS is and the TIMSS findings to date, which have been published in a series of previous reports. Then they turn to more recent findings in Grades 1 through 8 mathematics curricula, in which the high performing countries teach a very similar, very coherent, core math curriculum to all of their students--and the U.S., decidedly and clearly, does not. Lastly they look at the importance of this finding by examining the cascade of benefits that flow from attaining a coherent, common curriculum. (Contains 3 figures and 10 footnotes.) (ERIC). |
| Anmerkungen | Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site: http://www.adihome.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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