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TIMMS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context
The Trends in Mathematics and Science Study (TIMSS) compares student achievement to nations across the world. U.S. fourth- and eighth-graders both scored significantly above the international average. Moreover, there were significant improvements for both groups of students since the assessment was first given in 1995. Note that “the TIMSS mathematics assessment is designed along two [...]
NAEP Long-Term Trends 2008
The National Assessment of Educational Progress (NAEP) administers a Long-Term Trend Assessment. In contrast to the main NAEP assessment, this assessment focuses on basic skills and recall of definitions.The overall average mathematics scores for 9- and 13-year-olds were higher in 2008 when compared to all previous assessments. However, there was no significant change in the scores of 17-year-olds in comparison [...]
An Existence Proof: Successful Joint Implementation of the IMP Curriculum and a 4 x 4 Block Schedule at a Suburban U.S. High School
Steven L. Kramer and Regina Keller Journal for Research in Mathematics Education, January 2008, Volume 39, Issue 1, Pages 2 - 8 Abstract (from article): This “Brief Report” summarizes results from a study that investigated joint effects of two innovations adopted at a high school in an affluent suburban community in the northeast United States: 4 [...]
Impact of Investigations in Number, Data, and Space
This link provides a summary of research related to the innovative curriculum, Investigations in Number, Data, and Space. This link provides a summary of research related to the second edition.
The Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards: Consensus or Confusion?
By Center for the Study of Mathematics Curriculum (Site summary) The short answer is, CONFUSION! This careful study of state curriculum documents found tremendous variability among “grain size (level of specificity of learning outcomes), language used to convey learning outcomes (understand, explore, memorize, etc.), and the grade placement of particular learning expectations.”