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"TLLM would mean less dependence on rote learning, repetitive tests and a ‘one size fits all’ type of instruction, and more on experiential discovery, engaged learning, differentiated teaching, the learning of life-long skills, and the building of character through innovative and effective teaching approaches and strategies."Sounds a lot like some American mathematics programs.
The Singapore based materials used in the United States haven't been used in Singapore since 2001 and this will be the first TIMSS to truly gauge the effectiveness of the newer materials.
My guess is that Singapore will continue to be a mathematical powerhouse. There is so much more behind their success than bar model drawing and books.
Houghton Mifflin's Great Source division may be very eager for these results. They have creatied an Americanized version of the materials currently in use in Singapore that is expected to be available next fall. Tomorrow's results may impact the perception of their program.
Take a TIMSS test!
3 comments:
Yes, the time must be drawing nigh, since Gerald Bracey has a column in the Huffington Post on the meaninglessness of TIMSS.
Gerald Bracey's column, sighhhh! A more cogent example of statistical nonsense could not be found, except, perhaps, in the current round of 'reasoning' going on in the halls of Congress.
Scratch the surface and you'll find what little remaining inovation we have is coming from the students of Asian secondary schools who come here for post doc work (which is a review of their secondary school work)and then stay here on an H1B visa. Couple this with our very free market and yes, that's a pretty good economic engine. To argue that it comes from our public education system is laughable.
"1. The Institute for Management Development rates the U. S. #1 in global competitiveness."
And the main variable is quality of education?
"5. 'That the U. S., the world's top economic performing country, was found to have schooling attainments that are only middling casts fundamental doubts on the value, and approach, of these surveys.'"
Apparently, the answer is yes. If you cast the argument from both directions, then any issues with causation disappear. Right?
"4. 'The fact is that test-score comparisons tell us little about the quality of education in any country.' (Iris Rotberg, Education Week June 11, 2008)."
Right. Only if education is defined as inputs and not outputs.
The following questions are from a sample TIMSS test for Grades 3 and 4.
1) 0.4 is the same as
A) four
B) four-tenths
C) four hundredths
D) one-fourth
6) 25 X 18 is more than 24 X 18. How much more?
A) 1
B) 18
C) 24
D) 25
22) Write the number that is 1000 more than 56821.
Seventh and eighth grade sample questions:
2) Divide 8/35 by 4/15
A) 1/2
B) 6/7
C) 32/525
D) 7/6
11) If m represents a positive number, which of these is equivalent to m+m+m+m
A) m+4
B) 4m
C) m^4
D) 4(m+1)
16) Which of these is equal to y^3?
A) y + y + y
B) y X y X y
C) 3y
D) y^2 + y
What sort of understanding or critical thinking makes it OK to get these questions wrong? What are the cultural differences involved?
Who is Gerald Bracey and why should anyone care what he has to say? We should invite him to defend his position on KTM. That won't be as easy as a hit-and-run column.
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