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No Child Left Behind Act 20011
Showing 1 to 15 of 111 results Save | Export
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Hong, Dae S.; Choi, Kyong Mi – International Journal of Mathematical Education in Science and Technology, 2018
This paper compares sections on functions and linear functions from two Korean textbooks and an American standards-based textbook (University of Chicago School Mathematics Project [UCSMP] Algebra) to understand differences and similarities among these textbooks through horizontal and vertical analyses. We found that these textbooks provide…
Descriptors: Comparative Analysis, Secondary School Mathematics, Mathematics Instruction, Textbooks
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Kar, Tugrul; Güler, Gürsel; Sen, Ceylan; Özdemir, Ercan – International Journal of Mathematical Education in Science and Technology, 2018
This study analyzed the methods used to teach the multiplication of fractions in Turkish and American textbooks. Two Turkish textbooks and two American textbooks, "Everyday Mathematics" (EM) and "Connected Mathematics 3" (CM), were analyzed. The analyses focused on the content and the nature of the mathematical problems…
Descriptors: Multiplication, Fractions, Textbook Evaluation, Textbook Content
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Brandt, Jim; Lunt, Jana; Meilstrup, Gretchen Rimmasch – PRIMUS, 2016
Educators often argue that mathematics should be taught so that the students in the course are actually "doing mathematics." Is there a consensus among mathematicians and mathematics educators as to the meaning of "doing mathematics?" In an effort to answer this question, we administered a survey to hundreds of university-level…
Descriptors: Mathematics Education, Professional Personnel, Mathematics Teachers, College Faculty
Arabeyyat, Talal Hashem – ProQuest LLC, 2017
There is no doubt that teachers' knowledge and beliefs play a significant role in shaping how students learn mathematics. Nevertheless, research regarding the knowledge and beliefs of preservice teachers, including the cultural dimension, is very limited (Xenofontos & Andrews, 2012). The purpose of this study is to investigate the similarities…
Descriptors: Comparative Analysis, Preservice Teachers, Beliefs, Mathematics Instruction
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Lai, Mun Yee; Murray, Sara – International Journal for Mathematics Teaching and Learning, 2012
In mathematics education, there has been tension between deep learning and repetitive learning. Western educators often emphasize the need for students to construct a conceptual understanding of mathematical symbols and rules before they practise the rules (Li, 2006). On the other hand, Chinese learners tend to be oriented towards rote learning…
Descriptors: Mathematics Education, Mathematics Achievement, Symbols (Mathematics), Rote Learning
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Ker, Hsiang-Wei – Asia Pacific Journal of Education, 2017
Motivational constructs and students' engagements have great impacts on students' mathematics achievements, yet they have not been theoretically investigated using international large-scale assessment data. This study utilized the mathematics data of the Trends in International Mathematics and Science Study 2011 to conduct a comparative and…
Descriptors: Mathematics Achievement, Comparative Analysis, Achievement Tests, Elementary Secondary Education
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Yamada, Shoko – Comparative Education Review, 2015
This article, with the aim of identifying elements that constitute the characteristics of an academic space within comparative education, analyzes how comparative education has been discussed and practiced in Japan, based on a questionnaire completed by 264 members of the Japan Comparative Education Society and classification of articles published…
Descriptors: Comparative Education, Foreign Countries, Questionnaires, Classification
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Ding, Meixia – Mathematical Thinking and Learning: An International Journal, 2016
This study, focusing on inverse relations, examines how representative U.S. and Chinese elementary textbooks may provide opportunities to learn fundamental mathematical ideas. Findings from this study indicate that both of the U.S. textbook series (grades K-6) in comparison to the Chinese textbook samples (grades 1-6), presented more instances of…
Descriptors: Foreign Countries, Cross Cultural Studies, Textbooks, Elementary Education
Yang, Christine K. – Society for Research on Educational Effectiveness, 2011
Mathematics education has emerged to be of prime importance in the United States, as American students' performance has shown to be consistently and significantly lower than many other nations in the world (Rampey, Dion, & Donahue, 2009; National Center for Education Statistics, n.d.; OECD Programme for International Student Assessment, n.d.).…
Descriptors: Foreign Students, Mathematics Education, Problem Solving, Metacognition
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Choi, Kyong-Mi; Park, Hye-Jin – EURASIA Journal of Mathematics, Science & Technology Education, 2013
This study compares American and Korean curriculum standards, textbooks, and geometry items to help explain the consistent differences that have been found between the achievement levels of U.S. and Korean students in the Program for International Student Assessment (PISA) mathematics. Since PISA measures the mathematical proficiency of…
Descriptors: Foreign Countries, Geometry, Mathematics Education, Comparative Analysis
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Son, Ji-Won; Hu, Qintong – International Journal of Mathematical Education in Science and Technology, 2016
In order to provide insight into cross-national differences in students' achievement, this study compares the initial treatment of the concept of function sections of Chinese and US textbooks. The number of lessons, contents, and mathematical problems were analyzed. The results show that the US curricula introduce the concept of function one year…
Descriptors: Foreign Countries, Secondary School Mathematics, Mathematics Instruction, Textbooks
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Ker, H. W. – Universal Journal of Educational Research, 2013
Research addressed the importance of mathematics education for the students' preparation to enter scientific and technological workforce. This paper utilized Trends in International Mathematics and Science Study (TIMSS) 2011 data to conduct a global comparative analysis on mathematics performance at varied International Benchmark levels. The…
Descriptors: Trend Analysis, Mathematics Achievement, Comparative Analysis, Mathematics Tests
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Wang, J.; Lu, X. – ZDM: The International Journal on Mathematics Education, 2018
As a component of the ongoing development of the mathematics curriculum in China, we compare the country's high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we…
Descriptors: Secondary School Mathematics, Textbooks, Comparative Analysis, Foreign Countries
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Mahoney, Mark P. – Journal of Technology Education, 2015
The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…
Descriptors: Teacher Education, Teacher Certification, Engineering Education, Accreditation (Institutions)
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Lundetrae, Kjersti; Mykletun, Reidar; Gabrielsen, Egil – Adults Learning Mathematics, 2010
Girls attend less education in mathematics than boys when the subject becomes an elective in upper secondary schools and above. One explanation for this might be gender differences in mathematical self-concept, which are the focus of the present study. Data from the Adult Literacy and Life Skills Survey (ALL) were used to examine whether young…
Descriptors: Self Concept, Young Adults, Late Adolescents, Gender Differences
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