Mathematics Teaching in the United States Today (and Tomorrow): Results from the TIMSS 1999 Video Study

Autor/inn/en	Hiebert, James; Stigler, James W.; Jacobs, Jennifer K.; Givvin, Karen Bogard; Garnier, Helen; Smith, Margaret; Hollingsworth, Hilary; Manaster, Alfred; Wearne, Diana; Gallimore, Ronald
Titel	Mathematics Teaching in the United States Today (and Tomorrow): Results from the TIMSS 1999 Video Study
Quelle	In: Educational Evaluation and Policy Analysis, 27 (2005) 2, S.111-132 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	Mathematics Instruction; Grade 8; Mathematics Education; Teaching Methods; Mathematics Teachers; Mathematics Achievement; Mathematics Skills; Educational Policy; Foreign Countries; Australia; Czech Republic; Hong Kong; Japan; Netherlands; Switzerland; United States + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Politics of education; Bildungspolitik; Ausland; Australien; Tschechische Republik; Hongkong; Niederlande; Schweiz; USA
Abstract	The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what actually is happening inside U.S. classrooms and because they demonstrate that current debates often pose overly simple choices. The authors suggest ways to learn from examining teaching systems that are not alien to U.S. teachers but that balance a skill emphasis with attention to challenging mathematics and conceptual development. (Contains 1 table, 9 figures, and 6 notes.) (Author).
Anmerkungen	American Educational Research Association. 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10