Comparing math teaching practices in Japan and Germany with those the United States, two leading researchers offer a surprising new view of bold action plan for improving education inside American classroom.For years our schools children have lagged behind international standards reading, arithmetic, most other areas academic achievement. It is no secret that are dire need improvement, has become nation's number-one priority. But even though almost every state country working to develop...

To improve classroom teaching in a steady, lasting way, the profession needs knowledge base that grows and improves. In spite of continuing efforts researchers, archived research has had little effect on improvement practice average classroom. We explore possibility building useful for by beginning with practitioners’ knowledge. outline key features this identify requirements to be transformed into professional teaching. By reviewing educational history, we offer an incomplete explanation...

The major purpose of this study was to attempt understand some the reasons for high academic achievement Chinese and Japanese children compared American children. conducted with first fifth graders attending elementary schools in Minneapolis metropolitan area, Taipei (Taiwan), Sendai (Japan). 1,440 (240 240 each city) were selected as target subjects study. from 20 classrooms at grade city constituted a representative sample these classrooms. In follow-up study, studied again when they...

American kindergarten children lag behind Japanese in their understanding of mathematics; by fifth grade they are surpassed both and Chinese children. Efforts to isolate bases for these differences involved testing on other achievement cognitive tasks, interviewing mothers teachers, observing classrooms. Cognitive abilities the three countries similar, but large exist children's life school, attitudes beliefs mothers, involvement parents schoolwork.

This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed evaluated an innovative approach to assessing knowledge based on teachers’ analyses of classroom video clips. Teachers watched commented 13 fraction These written were coded using objective rubrics yield a reliable valid indicator their usable knowledge. Previous showed this measure correlate with another predict students’ from...

This study explores the relationship between teacher knowledge and student learning in area of mathematics by developing evaluating an innovative approach to assessing knowledge. is based on teachers’ analyses classroom video clips. Teachers watched 13 clips instruction then provided written comments interactions teacher, students, content. The quality analyses, coded using objective rubric, are shown be reliable valid, relating both another widely used measure own students’ (from pre- posttest).

AbstractExamining the extent, nature, and scope of peer group influence on academic outcomes is an important direction for future research to enrich our understanding adolescent motivation, engagement, achievement. Conceptual methodological issues involved in studying groups are discussed. Existing that addresses reviewed. Processes how socialize achievement beliefs behaviors considered. Promising directions

Results from the Third International Mathematics and Science Study (TIMSS) Video of Teaching show that many teachers in United States believe they are changing way teach while retain core traditional practice. video study, which also included Germany Japan, along with comparisons teacher development systems, help to explain persistence teaching methods point a new model for improving teaching. After presenting results study regarding teachers' perceptions effects recent reforms on their...

The Third International Mathematics and Science Study (TIMSS) 1999 Video examined eighth-grade mathematics teaching in the United States six higher-achieving countries. A range of systems were found across countries that balanced attention to challenging content, procedural skill, conceptual understanding different ways. displayed a unique system teaching, not because any particular feature but constellation features reinforced lower-level skills. authors argue these results are relevant for...

First and fifth graders in Beijing Chicago were given a battery of mathematics test. Whether tested with problems requiring solely computation or ones application knowledge about mathematics, American children's performance was consistently inferior to that Chinese children. Interviews children suggested they like believe are doing well do not perceive as difficult subject. poor appears be attributable, part, low motivation for devoting more attention mathematics. Low standards held by...

Chinese, Japanese, and American children at grades 1 5 were given a battery of 10 cognitive tasks tests achievement in reading mathematics. Samples consisted 240 each grade culture. 2 major purposes the study to determine possible differences abilities investigate differential relation scores on by 3 cultures. Similarity was found among cultures level, variability, structure abilities. Chinese surpassed Japanese scores; both obtained higher mathematics than children. Prediction from showed...

A common hypothesis has considered apparent differences in the incidence of reading disability Asian and Western languages to be related orthographic factors. test was constructed English, Japanese, Chinese assess validity this proposal. Large samples fifth-grade children Japan, Taiwan, United States were given a battery 10 cognitive tasks. Strong evidence found that disabilities exist among Japanese as well American children. In discriminating between groups poor average readers by means...

Many students graduate from K–12 mathematics programs without flexible, conceptual knowledge. This article reviews psychological and educational research to propose that refining classroom instruction such draw connections through relational comparisons may enhance their long-term ability transfer engage with as a meaningful system. We begin by examining the mathematical knowledge of in one community college, reviewing results show even after completing required sequence, these were unlikely...