ERIC Number: ED260903
Record Type: Non-Journal
Publication Date: 1985-Apr-3
Reference Count: N/A
Student/Class Results from the Second International Mathematics Study from United States Twelfth Grade Classrooms.
Dossey, John A.
In the introductory section of this report, the Second International Mathematics Study (1981-82) is described. The study, which involved about 500 classrooms in the United States and classrooms in 24 other countries in grades 8 and 12, was designed to provide detailed information about the content of the mathematics curriculum, how mathematics is taught, and how much mathematics students learn. The intended, implemented, and attained curricula were assessed by questionnaires and achievement tests. Provisions for assuring comparability of samples are presented. Two types of twelfth-grade classes in the United States sample were studied: precalculus classes and calculus classes. The report also includes summaries of data on class size, hours of mathematics instruction, teaching assignments, teacher characteristics, how mathematics teachers spend their time, use of instructional resources, how mathematics students spend their time, homework, use of calculators, what mathematics was taught, untaught topics, and student achievement. Achievement on eight illustrative items is presented, followed by summaries of results on sex differences in achievement, changes in twelfth-grade achievement between the first study (1964) and the second study (1982), and the ranking of the United States internationally. Finally, a summary is included, plus some comments on "A Curriculum Adrift." Figures presenting data are appended. (MNS)
Descriptors: Academic Achievement, Educational Assessment, Educational Research, Grade 12, Graphs, International Studies, Mathematics Achievement, Mathematics Curriculum, Mathematics Instruction, Mathematics Teachers, Secondary Education, Secondary School Mathematics, Surveys, Teaching Methods, Testing
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners; Policymakers
Authoring Institution: Illinois State Univ., Normal. Dept. of Mathematics.