Second Study of Mathematics. Bulletin No. 4.

Institution	International Association for the Evaluation of Educational Achievement, Wellington (New Zealand).
Titel	Second Study of Mathematics. Bulletin No. 4.
Quelle	(1979), (160 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Educational Assessment; Elementary Secondary Education; International Programs; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Research Methodology; Research Projects; Student Attitudes + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Research method; Forschungsmethode; Forschungsvorhaben; Schülerverhalten
Abstract	The Mathematics Bulletin Series of the International Association for the Evaluation of Educational Achievement (IEA) is intended to serve a number of purposes: (1) to consolidate the decisions of the International Mathematics Committee; (2) to provide a historical record of the development of the Second IEA Mathematics Study; and (3) to provide information and guidelines for National Centers and National Mathematics Committee members. The Second IEA Mathematics Study, which is an investigation of the teaching and learning of mathematics in schools, consists of three main components: a curriculum analysis, an examination of classroom processes, and an analysis of cognitive and affective student outcomes in light of the nature of the curriculum and instructional practice. Previous bulletins have described the background of the Second IEA Mathematics Study, reported on various developments concerning the study, and elaborated on the study's design. This bulletin describes the updated model for the study, gives results of pilot testing of the cognitive instruments used, reports on the sampling and methodological issues associated with the two proposed versions (cross-sectional and longitudinal) of the study, and gives further timetable amendments to allow for a full pilot study of the longitudinal version. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC