In this Book

Lessons Learned
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Standards for education achievement are under scrutiny throughout the industrial world. In this technological age, student performance in mathematics is seen as being particularly important. For more than four decades, international assessments conducted by the International Association for Evaluation of Educational Achievement (IEA) have measured how well students are learning mathematics in different countries. The latest round of mathematics testing of the Trends in Mathematics and Science Study (TIMSS) takes place in 2007. Beyond the horse race —the rankings that compare nations —what have we learned from the wealth of data collected in these assessments? How do US math curriculums compare to those used overseas? Is the effect of technology in the classroom uniform across nations? How do popular math reforms fare abroad? Those are some of the critical issues tackled in this important book. The authors use the database to address several pressing questions about school policy and educational research. For example, Ina Mullis and Michael Martin review the major lessons learned over the history of TIMSS testing. William Schmidt and Richard T. Houang examine whether curricular breadth affects student achievement. Jeremy Kilpatrick, Vilma Mesa, and Finbarr Sloane evaluate American performance in algebra relative to other nations and pinpoint strengths and weaknesses in American students' learning of algebra.

Table of Contents

  1. Front Cover
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  1. Table of Contents
  2. pp. v-vi
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  1. Foreword
  2. pp. vii-viii
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  1. Acknowledgments
  2. p. ix
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  1. 1: Introduction: Secondary Analysis of Data from International Assessments
  2. pp. 1-7
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  1. 2: TIMSS in Perspective: Lessons Learned from IEA's Four Decades of International Mathematics Assessments
  2. pp. 9-36
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  1. 3: Understanding Causal Influences on Educational Achievement through Analysus of Differences over Time within Countries
  2. pp. 37-63
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  1. 4: Lack of Focus in the Mathematics Curriculum: Symptom or Cause
  2. pp. 65-84
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  1. 5: U.S. Algebra Performance in an International Context
  2. pp. 85-126
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  1. 6: What Can TIMSS Surveys Tell Us about Mathematics Reforms in the United States during the 1990s
  2. pp. 127-174
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  1. 7: School Size and Student Achievement in TIMSS 2003
  2. pp. 175-204
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  1. 8: Examining Educational Technology and Achievement through Latent Variable Modeling
  2. pp. 205-225
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  1. 9: Comparisons between PISA and TIMSS— Are We the Man with Two Watches?
  2. pp. 227-261
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  1. Contributors
  2. p. 263
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  1. Index
  2. pp. 265-275
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