Teaching Math to the Talented

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger
Titel	Teaching Math to the Talented
Quelle	In: Education Next, 11 (2011) 1, S.10-18 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Graduation; High School Graduates; Comparative Analysis; Foreign Countries; Cross Cultural Studies; Mathematics Achievement; Mathematics Tests; Scoring; Mathematics Skills; Mathematics Instruction; Academically Gifted; High Achievement; Federal Legislation; United States; National Assessment of Educational Progress; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Abschluss; Graduierung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ausland; Cultural comparison; Kulturvergleich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bewertung; Mathematics ability; Mathematics lessons; Mathematikunterricht; Bundesrecht; USA
Abstract	Maintaining America's productivity as a nation depends importantly on developing a highly qualified cadre of scientists, engineers, entrepreneurs, and other professionals. To realize that objective requires a system of schooling that produces students with advanced math and science skills. To see how well schools in the United States do at producing high-achieving math students, the authors compare the percentage of U.S. students in the high-school graduating Class of 2009 with advanced skills in mathematics to percentages of similarly high achievers in other countries. Unfortunately, they find that the percentage of students in the U.S. Class of 2009 who were highly accomplished in math is well below that of most countries with which the United States generally compares itself. No fewer than 30 of the 56 other countries that participated in the Program for International Student Assessment (PISA) math test, including most of the world's industrialized nations, had a larger percentage of students who scored at the international equivalent of the advanced level on the National Assessment of Educational Progress (NAEP) tests. Moreover, while the percentage of students scoring at the advanced level on NAEP varies considerably among the 50 states, not even the best state does well in international comparison. (Contains 1 figure.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10