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Wando Mount Pleasant Library
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Who Takes What Math and in Which Track? Using TIMSS to Characterize U.S. Students' Eighth- Grade Mathematics Learning Opportunities.
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- Author(s): Cogan, Leland S.; Schmidt, William H.; Wiley, David K.
- Source:
Educational Evaluation & Policy Analysis; Winter2001, Vol. 23 Issue 4, p323-341, 19p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: This article examines the range of eighth-grade mathematics learning opportunities in the United States, drawing on data gathered for the Third International Mathematics and Science Study (TJMSS). Sources of variation in the provision of learning opportunities are identified, and patterns in eighth- grade mathematics course offerings are compared across schools. Comparison of students learning opportunities includes consideration of the specific course in which they were enrolled:, the type of textbook employed for the course, and the proportion of time teachers devoted to teaching specific topics. Analyses revealed a mismatch between the mathematics course title and the textbook employed in the course for nearly 30% of U.S. eighth-grade students. Course-textbook combinations demonstrated significant relationships with the time teachers devoted to specific topics and the international topic difficulty score. Some differences in mathematics learning opportunities were found on the basis of a school's location (urban, rural, suburban), size, and percentage of minority enrollment. We contend that the significant relationships found were not consistent enough to provide a satisfactory explanation for the observed variation and that individual student differences, which often provide an implicit rationale for tracking, also represent an inadequate explanation for the observed diversity in curricular opportunities. We conclude that recognizing the multiple definitions for students' classroom mathematics learning experiences is an important step in reform and policy discussions. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Educational Evaluation & Policy Analysis is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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