By W.H. Schmidt (Editor), Curtis C. McKnight (Editor), S. Raizen (Editor)
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Extra info for A Splintered Vision: An Investigation of U.S. Science and Mathematics Education
The average durations for Germany and Japan are below the median, Germany markedly so. [These data are the intended duration of mathematics topics averaged over all mathematics topics for each country. The intended duration is centered on the median for all countries. ] UNFOCUSED CURRICULA 25 Exhibit 7. Average intended duration for selected mathematics topics. S. are well above the international median duration. They are higher than all but three other TIMSS countries for topics in these categories.
We include several other (more advanced) topics in both algebra and nonalgebra textbooks. This is true even when curriculum guides do not include these topics. S. textbooks seem unlikely to add focus to official state mathematics curricula that are largely unfocused. Population 1 science. S. composite science curriculum found in state curriculum guides (see Exhibit 13 but ignore, for the moment, those topics found only in textbooks). We saw earlier (Exhibit 10) that the composite science curriculum for this grade level showed plans for about 30 topics commonly among the state curriculum guides.
Performance expectations “focused”? Probably not, since we again include more expectations than is common internationally. 9 This is especially true if we consider both textbooks and curriculum guides. We may not reflect thoroughly yet the mathematics content recommendations of recent reform (or do so only by adding them to existing content and further decrease focus). However, we have included more thoroughly the higher performance expectations characteristic of those reform recommendations. S.
A Splintered Vision: An Investigation of U.S. Science and Mathematics Education by W.H. Schmidt (Editor), Curtis C. McKnight (Editor), S. Raizen (Editor)