The following are my notes taken at the NCTM Conference in Washington =
D.C. on Thursday, April 2nd. The title of the Panel Session was "TIMSS: =
What Do the Results Mean for the Classroom Teacher?" The panel was =
moderated by Glenda Lappan, the then President-Elect of NCTM.
Members of the Panel were:
William H. Schmidt (WS), Michigan State University, East Lansing, =
Michigan (National Research Co-ordinator, Internal co-ordinator of =
curriculum study of TIMMS) =09
Nanette M. Seago (NS), mathematics Renaissance, Riverside, California =
(author of the TIMMS video guide)
Jeremy Kilpatrick (JK), University of Georgia, Athens, Georgia (a member =
of the U.S. TIMMS Committee)
Gerald Bracy, (GB) Independent Researcher, Alexandria, Virginia (who =
writes the Bracy Report and has authored an new book entitled "Put to =
the Test")
Question:
Do you believe that the differences in TIMMS is due to cultural =
differences?
There were 24 nations within +/- 6 points of the U.S. An excellent =
resource is the book "Japanese Secondary Schools." 55% of American =
seniors work 15 hours a week on a job. U.S. kids who work less than 15 =
hours a week do better in school than those who work more. 65% of high =
school graduates in US go to college.
(WS) Culture does make a difference but does not make a significant =
impact. Curriculum makes the difference. If the country is used as a =
unit of analysis, the amount of teaching is a strong predictor. =
Children learn what they are taught! 20 countries out-performed us at =
8th grade.
(JK) Don't separate culture outside of the classroom. In all nations =
put together, 84% are enrolled in mathematics class in the 12th grade. =
Here in the US it is 66%. We need to have more people taking math!
In Sweden, students start calculus in the 11th grade and are well into =
it in the 12th grade. These students are studying math & natural =
science. Students in advanced work chosen to take the test were taking =
calculus or precalculus across the world. More than 1/2 of our students =
are not taking calculus and did not do well on the 12th grade test. The =
fact that they didn't do well in geometry is another matter!
(GB) In Hong Kong the teachers do not ask questions. If they do, they =
would be met with silence. They use only lectures. This is a cultural =
difference.
Question: Compare the first, second, and third studies.
(WS) The US never has done that well. It is hard to keep stats =
straight across one study so comparisons across other studys would be =
difficult.
(JK) Look at the videos to see what teachers look like in other =
countries.
Questions: Is the will to learn an equal partner with curriculum?
(WS) Hard to say.
(GB) In the US it is ok to say that you are bad in math -- but it is =
not ok to say you are bad in reading. How in the world do students =
read? American finished 2nd!
Question: Does TIMMS say anything about math knowledge of teachers?
(WS) There are clearly differences at the 8th grade level. In France, =
teachers could work in industry thereby having a strong background. =
Remember that teachers go through the system -- making a vicious circle.
The degrees that the teachers have are not that much different.
What is taught in the middle schools incorporates algebra and geometry =
in 7th and 8th grades. In other countries, the same topics are not =
repeated each year but there is a particular focus. =20
American textbooks are about three times as large as other countries. =20
Question: Have we shifted to self-esteem of students instead of =
academics?
(JK) no
(GB) We don't have the data. The number of students having over 650 in =
mathematics on SAT is at a record low.
(NS) Looking at the videos, one can see that we haven't changed the way =
we are teaching.
Question: Panel, please answer: As a result of the TIMMS study we are =
going to do ---------- for the high school teachers?
(GB) Teachers are too busy to look at the study. Japan has a longer =
school day but a shorter teaching day. Teachers need more time!
(WS) Not for teachers but we need to think about how we teach math and =
how we organize and sequence. =20
(GB) We should raise standards. We should provide resources. The top =
1/3 of U.S. high school students scored as high as the top 2 countries. =
The bottom 1/3 did not score as high as the last place schools. We need =
a plan for the bottom 1/3!
Question: What are we doing right?
(WS) We get across basic math. We are at or above the average in 3rd, =
4th, 7th, & 8th grade in decimals and fractions. In the 4th grade we =
are at or above the average in data representation, statistics, and =
geometry. The U.S. performance has peaks and valleys. By the 8th grade =
we fall to the bottom in geometry. Americans get better in =
environmental science.
(NS) Teachers are doing what they are told to do. They are teaching =
what they are told to teach.
(JK) Our curriculum is unfocused.
(WS) In other countries, we see students being taught rigorous =
mathematics. Professional Development should not deal with process but =
should be tied to the curriculum.
(GB) There is a BACK to the BASICS idea in Ohio. If a student doesn't =
pass the proficiency, the student can't get promoted to the 4th grade. =
There is a decline from 4th to 8th grade.
(WS) The 4th grade curriculum is the same as the 8th grade -- we are =
still in arithmetic. We need to introduce new concepts.
(GB) The worse thing that we can do is to have algebra in the 8th =
grade. The kids who take algebra early usually take rigorous math in =
high school.
At this point in the discussion, the fire alarm went off in the hotel =
and we were asked to evacuate the building. Unfortunately, we did not =
hear a wrap up so my notes end here.
I hope that you have learned at least one new item of information as you =
read through these notes. I know that I learned several things by =
attending this session.
Nancy
Nancy J. Sattler
Curriculum Chair
Terra Community College
2830 Napoleon Road
Fremont, Oh 43420
phone: 419-334-8400, ext. 179
email address: nsattler@terra.cc.oh.us
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