Mathematics Curricula: Investigating Curricular Intentions

Schmidt, William H.; McKnight, Curtis C.; Valverde, Gilbert A.; Houang, Richard T.; Wiley, David E.

doi:10.1007/978-94-011-5786-5_1

Cited by 18 publications

(32 citation statements)

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“…The TIMSS framework focused on the mathematics typically covered in the K-12 curriculum of the participating countries. The original 1995 TIMSS study spent over a year identifying the topics that were defined by the union of all those covered in over 40 countries in each of the grades 1-12 (Schmidt et al, 1997). Specific topics from the resulting framework were then selected to form the gradespecific assessment blueprints, e.g., grades four, eight, and twelve (or end-of-secondary).…”

Section: Schooling Matters: Opportunity To Learn In Pisa 2012mentioning

confidence: 99%

Schooling Matters

Schmidt

Zoido

Cogan

2014

OECD Education Working Papers

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Section: Schooling Matters: Opportunity To Learn In Pisa 2012mentioning

confidence: 99%

Schooling Matters

Schmidt

Zoido

Cogan

2014

OECD Education Working Papers

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“…In 1997, TIMSS released results describing the Grades 1–8 content standards in mathematics for each of 39 countries (Schmidt, McKnight, Valverde, Houang, & Wiley, 1997). Further analyses of the data led to a description of the national standards of those countries—referred to as the A+ countries—whose eighth-grade students performed at the top of the international distribution.…”

Section: The Origins Of the Common Corementioning

confidence: 99%

Curricular Coherence and the Common Core State Standards for Mathematics

Schmidt

Houang

2012

Educational Researcher

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113

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Building on techniques developed for the Third InternationalMathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to the CCSSM. Finally, we used regression and analysis of covariance techniques to assess the relationship between the proximity of a state's standards to the CCSSM and performance on the 2009 National Assessment of Educational Progress (NAEP). After adjusting for cut-points on state assessments and controlling for state demographics related to socioeconomic status and poverty, we found that states with standards more like the CCSSM, on average, had higher NAEP scores.

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“…These dimensions were based on the coding scheme developed for the TIMSS mathematics curriculum framework (Robitaille 1995;Schmidt, McKnight, Valverde, Houang, and Wiley 1997). 3 Content goals were identified by statements describing specific mathematical concepts or topics.…”

Section: Teachers' Learning Goals For the Videotaped Lessonsmentioning

confidence: 99%