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ERIC Number: ED377057
Record Type: RIE
Publication Date: 1994-Oct
Pages: 161
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-045333-X
ISSN: N/A
How School Mathematics Functions: Perspectives from the NAEP 1990 and 1992 Assessments.
Dossey, John A.; And Others
This report of the National Assessment of Educational Progress (NAEP) focuses on students' and teachers' reports about the classroom contexts for learning school mathematics in the top-performing one-third of schools compared to the bottom performing one-third. In 1990, 26,652 students from 1,237 schools participated in the study, while in 1992, 26,669 students from 1,582 schools were included. Data presented relate to program and curricular emphases, mathematics teachers and their classes, instructional approaches, calculators and computers, students' perceptions about mathematics, and students' mathematics course taking. Major findings were that in the two-year period from 1990 to 1992 the following signs of progress were noted: (1) Students reported taking more advanced coursework; (2) Teachers reported moving toward a more broadly-based curriculum; (3) Students and teachers reported more access to and use of calculators and computers; (4) Students were doing more daily problem solving from their textbooks; and (5) Students reported more positive attitudes about the value of mathematics. On the other hand, teachers continued to report discrepancies in resource availability and expectations between top- and bottom-performing schools, and teachers and students reported very little change in the frequency with which students were asked to engage in extended problem-solving activity. An appendix contains an overview of procedures used in NAEP's 1992 Mathematics Assessment. (MKR)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.