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ERIC Number: ED431001
Record Type: Non-Journal
Publication Date: 1999
Pages: 54
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-884037-56-9
Improving Mathematics Education Using Results from NAEP and TIMSS.
Wilson, Linda Dager; Blank, Rolf K.
The findings of the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) are approached from the perspective of mathematics educators and education decision makers at state and local levels. Some key findings are highlighted to show problems and successes in mathematics teaching and learning, and some educational practices and policies that appear to improve student performance are identified. One half of the states improved student NAEP mathematics scores from 1990 to 1996. Students improved their performances in the algebra content areas and in geometry, and while they scored well on whole number computation and operations, they were weak in the area of number sense and estimation. Measurement is a particular weakness in U.S. mathematics at all grade levels. Well-prepared teachers appear to make a difference in student achievement. The NAEP, TIMSS, and state assessment programs have important differences in their purposes, frameworks, types of items, and methods of reporting results. Based on the analyses of NAEP and TIMSS results, recommendations are offered for educators and decision makers. An appendix contains a map of some NAEP questions for grade 8. (Contains 29 figures and 59 references.) (SLD)
Council of Chief State School Officers, Attn: Publications, One Massachusetts Avenue NW, Suite 700, Washington, DC 20001-1431; Tel: 202-336-7016; Web site: ($8, including shipping and handling).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Council of Chief State School Officers, Washington, DC. State Education Assessment Center.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Trends in International Mathematics and Science Study