LEADER 05339nam 2200745 a 450 001 9910970417303321 005 20251116140742.0 010 $a9786610191628 010 $a9780309184854 010 $a0309184851 010 $a9781280191626 010 $a1280191627 010 $a9780309589925 010 $a0309589924 010 $a9780585155210 010 $a0585155216 035 $a(CKB)110986584751914 035 $a(SSID)ssj0000199221 035 $a(PQKBManifestationID)11172668 035 $a(PQKBTitleCode)TC0000199221 035 $a(PQKBWorkID)10185879 035 $a(PQKB)11726589 035 $a(MiAaPQ)EBC3375980 035 $a(Au-PeEL)EBL3375980 035 $a(CaPaEBR)ebr10054971 035 $a(OCoLC)814270861 035 $a(Perlego)4737872 035 $a(BIP)47548782 035 $a(EXLCZ)99110986584751914 100 $a19970116d1996 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMathematics and science education around the world $ewhat can we learn from the Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)? /$fSMSO to TIMSS writing committee, Hyman Bass co-chair, Jane Butler Kahle, co-chair 205 $a1st ed. 210 $aWashington, D.C. $cNational Academy Press$d1996 215 $avi, 22 p. $cill 225 1 $aThe compass series 300 $a"A joint project of: Mathematical Sciences Education Board and Committee on Science Education K-12; Center for Science, Mathematics, and Engineering Education, National Research Council." 311 08$a9780309056311 311 08$a0309056314 320 $aIncludes bibliographical references. 327 $aMathematics and Science Education Around the World: What Can We Learn From the Survey of Mathematics ... -- Copyright -- Preface -- Contents -- Overview -- What is the Third International Mathematics and Science Study (TIMSS)? -- HOW IS OPPORTUNITY TO LEARN VIEWED IN TIMSS? -- WHAT KINDS OF INFORMATION HAVE THE TIMSS RESEARCHERS COLLECTED? -- WHAT ARE SOME OF THE CHALLENGES AND OPPORTUNITIES OF CROSS-NATIONAL RESEARCH? -- What is the Survey of Mathematics and Science Opportunities (SMSO)? -- What Can Be Learned from the Survey of Mathematics and Science Opportunities (SMSO)? -- WHAT DOES SMSO SAY ABOUT INTENDED CURRICULUM? -- WHAT DOES SMSO SAY ABOUT THE IMPLEMENTED CURRICULUM AND INSTRUCTIONAL PRACTICES? -- What Questions Might Be Explored with TIMSS? -- Conclusion -- Appendix 1: Participating TIMSS Countries -- Appendix 2: TIMSS Conceptual Model for the Provision of Educational Experiences -- Appendix 3: Aspects and Categories in the TIMSS Mathematics and Science Analytic Frameworks -- Appendix 4: TIMSS Reporting Plans -- Mathematical Sciences Education Board -- COMMITTEE ON SCIENCE EDUCATION K-12. 330 $aAmid current efforts to improve mathematics and science education in the United States, people often ask how these subjects are organized and taught in other countries. They hear repeatedly that other countries produce higher student achievement. Teachers and parents wonder about the answers to questions like these: Why do the children in Asian cultures seem to be so good at science and mathematics? How are biology and physics taught in the French curriculum? What are textbooks like elsewhere, and how much latitude do teachers have in the way they follow the texts? Do all students receive the same education, or are they grouped by ability or perceived educational promise? If students are grouped, how early is this done? What are tests like, and what are the consequences for students? Are other countries engaged in Standards-like reforms? Does anything like "standards" play a role in other countries? Questions such as these reflect more than a casual interest in other countries' educational practices. They grow out of an interest in identifying ways to improve mathematics and science education in the United States. The focus of this short report is on what the Third International Mathematics and Science Study (TIMSS), a major international investigation of curriculum, instruction, and learning in mathematics and science, will be able to contribute to understandings of mathematics and science education around the world as well as to current efforts to improve student learning, particularly in the United States. 410 0$aCompass series (Washington, D.C.) 517 1 $aWhat we can learn? 606 $aMathematics$xStudy and teaching$xEvaluation 606 $aScience$xStudy and teaching$xEvaluation 615 0$aMathematics$xStudy and teaching$xEvaluation. 615 0$aScience$xStudy and teaching$xEvaluation. 676 $a510/.71 701 $aBass$b Hyman$f1932-$0858058 701 $aKahle$b Jane Butler$01803746 712 02$aNational Research Council (U.S.).$bMathematical Sciences Education Board. 712 02$aNational Research Council (U.S.).$bCommittee on Science Education K-12. 712 02$aCenter for Science, Mathematics, and Engineering Education. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910970417303321 996 $aMathematics and science education around the world$94351418 997 $aUNINA