Many Visions, Many Aims

The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data

“…Since the comprehensive analysis of curricula for countries participating in TIMSS (Schmidt, McKnight, et al, 1997;Schmidt, Raizen, et al, 1997) did not provide the ranking of the countries according to the challenging level of each country's curriculum, it is impossible to verify the explanation suggested by Shen and Pedulla (2000). However, their proposed explanation is consistent with a number of previous small-scale comparative studies (Becker, Sawada, & Shimizu, 1999;Stevenson & Stigler, 1992;Stigler et al, 1985) and the findings from a TIMSS videotape study (Kawanaka et al, 1999) examining eighth-grade mathematics classrooms in Germany, Japan, and the United States.…”

“…Teaching and learning are cultural activities (Kawanaka, Stigler, & Hiebert, 1999), and TIMSS encompasses countries with very different cultural, social, historical, and political backgrounds. Additionally, examination of the data collected in the TIMSS curriculum analysis reveals substantial differences cross-nationally (Schmidt, McKnight, Valverde, Houang, & Wiley, 1997;Schmidt, Raizen, Britton, Bianchi, & Wolfe, 1997). All these cross-national differences should be taken into account when examining the relationship between students' achievement and the three self-perception measures used in the present study.…”

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

“…Research in different countries has shown that textbooks strongly influence students' learning (Schmidt, McKnight, Valverde, Houang, & Wiley, 1997;Tornroos, 2005). What is offered in textbooks can be regarded as an important measure for students' OTL.…”

An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms: Who gets an opportunity to learn what?

“…Suggestions for analyses of the mathematical knowledge in textbooks are provide by Van Dormolen (1986) and by Schmidt et al (1996Schmidt et al ( , 1997. Van Dormolen suggests, for example, that in analysing a text, one might look for the extent to which it has each of the following: a theoretical aspect (theorems, de nitions, axioms); an algorithmical aspect (explicit 'how to do …'); a logical aspect (rules about how we are and are not allowed to handle theory); a methodological aspect ('how to do …' more heuristically; for example, how to use mathematical induction); a communicative aspect (conventions, or how to write down an argument, for example).…”