2. Secondary Teaching in US Math 490

3. INDEX TIMSS http://nces.ed.gov/timss/http://nces.ed.gov/timss/ Liping Ma’s book

4. TIMSS report (1999 vs 2003) Assessment Curriculum and Teaching Comparison between 1999 & 2003 Comparison between result of the same cohort of students

5. ASSESSMENT (1999) US ranked 19 th amongst 38 participating countries, (Canada came 10 th ) US score was 502, slightly above the average of 487. Singapore, Korea, Taipei (China), Hong Kong and Japan took the first five places

6. Assessment (2003) US ranked 12 th amongst 46 countries US score was 504, and average was 466 Singapore, Korea, Hong Kong, Taipei, and Japan took the first five places

7. TEACHING & CURRICULUM 86% of US students reported working on their own from worksheet/book DURING a mathematics lesson, as opposed to international average 59% 12% of US students reported using computers almost always in math classes (international average 5%) 80% of US students reported having computer access at home (international average 45%)

8. Comparison 1999/2003 1999 TIMSS studied performance of 4 th, 8 th and 12 th graders. 4 th graders did well above average 8 th graders did near average 12 th graders were well below average The common content areas were: fractions and number sense; measurement; data representation, analysis, and probability; geometry; and algebra. There was no significant change in the scores. Certain groups showed improvement from 2003 while the performance of others remained unchanged.

9. Liping Ma’s book Approaches to teaching a topic Dealing with student’s mistakes Generating representation Exploring new knowledge Subject matter knowledge Conclusion

10. The case of subtraction 75-12=63

11. Approaches Us teachers explained the subtraction as borrowing the smaller number from the larger They attempted to make the task interactive, using manipulatives, however demonstrating the borrowing Chinese teachers used regrouping 75=70+5, 12=10+2 therefore, 75-12=(70-10)+(5-2)=60+3=63 They used term such as decomposing a higher value unit, instead of ‘borrowing’ “A good vehicle, however does not guarantee the right destination (Liping Ma)”

12. Generating representations Write a story to demonstrate

13. Representaions US teachers could only gave a procedural answer “invert & multiply”, 19% were unclear about the procedure. Chinese teachers used the explanation that “dividing by a number is equivalent to multiplying by its reciprocal”

14. The vicious circle schooling Teacher preparation teaching Chinese ninth-graders outperformed US teachers and showed more conceptual understanding.

15. Conclusions Address teacher knowledge Enhance the interaction between teacher’s study of school mathematics and how to teach it. Refocus teacher preparation Understand the role that curricular materials, including textbooks, might play in reform Key to reform: substantive mathematics, what to teach/how to teach