A longitudinal view of mathematics achievement of primary students: case studies from Japan, Singapore, and the United States

Thompson, Denisse R.; Kaur, Berinderjeet; Koyama, Masataka; Bleiler, Sarah K.

doi:10.1007/s11858-013-0485-7

Cited by 9 publications

(6 citation statements)

References 5 publications

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“…The rate of growth in mathematics from Grade 6 to Grade 9 is slower than from Grade 3 to 6. This is consistent with earlier studies (Lee, ; Murayama et al ., ; Muthén & Khoo, ; Shin et al ., ; Thompson et al ., ). Of note is the longitudinal study by Thompson et al .…”

Section: Discussionmentioning

confidence: 97%

“…Of note is the longitudinal study by Thompson et al . () that tracked primary students from America ( n = 372) and Asia (352 from Japan and 856 from Singapore) for a period of 5 years. Decelerated growth was reported over time.…”

Section: Discussionmentioning

confidence: 99%

“…For mathematics, research was equivocal regarding the form of growth trajectory. Recent studies (Lee, ; Murayama et al ., ; Muthén & Khoo, ; Shin et al ., ; Thompson, Kaur, Koyama, & Bleiler, ) found that growth in mathematics achievement at primary and secondary levels was nonlinear with a decelerating growth rate over time. The diminishing growth rate was explained in terms of increasing complexity and abstractness in mathematical concepts required for achievement at higher grade levels (Carraher & Schliemann, ; Lee, ; Shin et al ., ) and of the slowing down of children's cognitive ability for further learning as they grow older (Lee, ).…”

Section: Introductionmentioning

confidence: 99%

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Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

Mok

McInerney

Zhu

et al. 2014

Brit J of Edu Psychol

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

Mok

McInerney

Zhu

et al. 2014

Brit J of Edu Psychol

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“…Textbooks serve as a link between normative settings and classes (Valverde et al, 2002). Furthermore, they are considered a significant component of learning environments (Thompson et al, 2013).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach

Reinisch

Fricke

2022

Science Education

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Previous research about the presence of nature of science (NOS) within science textbooks has been found to be lacking in sufficient coverage. However, given the shift in how scholars conceive of NOS, the shortcomings may not be present in the textbooks but rather in the NOS frameworks used to analyze textbooks. Whereas traditional NOS has taken a more generalized approach to describing scientific practices, the family resemblance approach (FRA) to NOS recognizes variability in the scientific disciplines as reported by practicing scientists as well as philosophers and historians of science. Instead of suggesting that NOS can be applied equally in educational settings to all scientific disciplines, the FRA accounts for cognitive-epistemic and social-instructional conceptual elements which more authentically represent science. This study sought to evaluate textbooks using this more recent NOS conceptualization to explore the potential range of NOS aspects.Using the proposed FRA categories, seven German biology textbooks were analyzed with qualitative content analysis.The combination of cognitive-epistemic and socialinstitutional systems of science revealed that the FRA

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“…Similarly, Thompson et al. [8] write that 'We believe it is important for educators and researchers to interpret differences in achievement within the context of different curricular goals'. In their second 'TIMSS Study', which recorded teachers from different cultures, Stigler and Hiebert [9] found that US teachers were far more likely than teachers in higher performing countries to downgrade rich mathematical problems to problems that involve simple computations and procedures.…”

Section: Literature Reviewmentioning

confidence: 99%

A cross-national study of calculus

Jun

Friedler

Wolff

et al. 2014

International Journal of Mathematical Education in Science and

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The results from a cross-national study comparing calculus performance of students at East China Normal University (ECNU) in Shanghai and students at the University of Michigan before and after their first university calculus course are presented. Overall, ECNU significantly outperformed Michigan on both the pre-and post-tests, but the Michigan students showed a larger gain and normalized gain, and hence narrowed the gap. ECNU's superior performance was especially striking on the subset of problems requiring only a pre-calculus background. On those, Michigan's post-test scores were below ECNU's pre-test scores and, indeed, ECNU's higher performance on both the overall pre-test and overall post-test is attributable to its success on these problems.

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A longitudinal view of mathematics achievement of primary students: case studies from Japan, Singapore, and the United States

Cited by 9 publications

References 5 publications

Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach

A cross-national study of calculus

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