TIMSS: What Does It Mean For The Future of U.S. Math & Science Curriculum?
During 1994-1995, half a million eighth grade students from 41
countries sat to take a comprehensive test. The test known as the
Third International Mathematics & Science Study (TIMSS) would
evaluate and compare the math and science skills of students
internationally. In addition to measuring student performance, TIMSS
researchers also examined curriculum, textbooks, and classroom
instruction. Their goal would be to understand how these factors
influence student performance.
In November 1996, the results of the first phase of the study were
released with some disappointing numbers for U.S. students. U.S.
students did not rank near the top in either math or science skills.
They scored below average in math achievement and slightly above
average in science achievement. The results of TIMSS sparked a debate
in the educational community over the causes of low student
achievement.
In Pursuing
Excellence: Initial Findings from the Third International Mathematics
and Science Study, a report released by the Department of
Education, researchers discovered that by international standards,
U.S. eighth grade students were learning seventh grade mathematics.
They suggest that schools revise curriculum to include algebra and
geometry instruction at earlier grade levels. Researchers also found
a key difference in teaching methods in the U.S. compared to high
scoring countries. In the U.S. teachers focus on teaching students
how to do something. In higher scoring countries, teachers emphasize
not procedures but rather underlying math and science principles.
Educators agree that performance will continue to lag behind other
industrialized countries unless the U.S. implements these curriculum
changes. In addition, both the National
Education Association and the
National Foundation for the
Improvement of Education suggest improved teacher development.
"Practicing teachers need and want ongoing opportunities to renew
themselves and to keep up to speed in their field," says Bob Chase,
President of the NEA in a
statement
released regarding the TIMSS results. As TIMSS reveals, teachers in
higher scoring countries engaged in more frequent peer assessment and
peer review of class instruction.
In addition to professional development programs, the U.S. must
establish national goals for math and science education. In
statement issued by
William Schmidt, U.S. national research coordinator for TIMSS,
Schmidt claims that "our nation is atypical among the countries
surveyed in its lack of a nationally-defined curriculum. TIMSS study
of curricula found that current U.S. standards are unfocused and
aimed at the lowest common denominator."
On a positive note, results of the study indicate that homework
and classroom discussion time are not factors in poor performance. On
average, U.S. teachers assign the same amount of homework and spend
the same amount of time in classroom discussion as high achievement
countries. Additionally, the U.S. is one of the few countries without
a significant gender disparity in math and science scores.
On June 10, 1997, the TIMSS study center will release the results
of math and science achievement for third and fourth grade students.
Article by C.M. Gallagher
Education World™
Copyright © 1997 Education World™
For more information about TIMSS, contact these
organizations:
Related Studies:
Curriculum Websites with Math & Science
Resources:
07/11/97
