Cross-national comparisons of mathematics curriculum materials: What might we learn?

ZDM - International Journal on Mathematics Education

Volumn 41, Issue 6, 2009, Pages 827-832

  Silver, Edward A ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84867437893     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-009-0209-1     Document Type: Article

References (36)

1. Arbaugh, F., & Brown, C. A. (2002). Influences of the mathematical tasks framework on high school mathematics teachers' knowledge, thinking, and teaching. In Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
2. Arbaugh, F., Lannin, J., Jones, D. L., & Park-Rogers, M. (2006). Examining instructional practices in Core-Plus lessons: Implications for professional development. Journal of Mathematics Teacher Education, 9(6), 517-550.
3. Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.
4. Clarke, D. M. (1997). The changing role of the mathematics teacher. Journal for Research in Mathematics Education, 28, 278-308.
5. Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.
6. Ginsburg, A., Cooke, G., Leinwand, S., Noell, J., & Pollock, E. (2005). Reassessing U.S. international mathematics performance: New findings from the 2003 TIMSS and PISA. Washington, D. C: American Institutes for Research.
7. Grouws, D. A., Smith, M. S., Sztajn, P., et al. (2004). The preparation and teaching practices of U.S. mathematics teachers: Grades 4 and 8. In P. Kloosterman, & F. K. Lester (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 221-269). Reston, VA: National Council of Teachers of Mathematics.
8. Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549.
9. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., et al. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
10. Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students' learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393-425.
11. Husén, T. (1983). Are standards in U.S. schools really lagging behind those in other countries? Phi Delta Kappan, 64, 455-461.
12. Lemke, M., Sen, A., Pahike, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., & Jocelyn, L. (2004). International outcomes of learning in mathematics literacy and problem solving: PISA 2003 results from the U.S. perspective (NCES 2005-003). U.S. Department of Education. Washington, D.C.: NCES.
13. Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 31, 234-241.
14. Lloyd, G. M., & Wilson, M. L. (1998). Supporting innovation: The impact of a teacher's conception of functions on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29, 248-274.
15. Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international mathematics report: Findings from the IEA's Trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
16. National Center for Education Statistics [NCES] (2003). Teaching mathematics in seven countries: Result from the TIMSS video study. Washington, DC: U.S. Department of Education.
17. Remillard, J. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342.
18. Romanagno, L. (1994). Wrestling with change: The dilemmas of teaching real mathematics. Portsmouth, NH: Heinemann.
19. Schoen, H. L., Cebulla, K. J., Finn, K. F., & Fi, C. (2003). Teacher variables that relate to student achievement when using a standards-based curriculum. Journal for Research in Mathematics Education, 34(3), 228-259.
20. Smith, M. S. (2000). Balancing the old and new: An experienced middle school teacher's learning in the context of mathematics instructional reform. The Elementary School Journal, 100(4), 351-375.
21. Stein, M. K., Baxter, J., & Leinhardt, G. (1990). Subject matter knowledge and elementary instruction: a case from functions and graphing. American Educational Research Journal, 27(4), 639-663.
22. Stein, M. K., Grover, B., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
23. Stein, M. K., & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2, 50-80.
24. Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). Charlotte, NC: Information Age Publishers.
25. Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
26. Stigler, J. W., & Hiebert, J. (2004). Improving mathematics teaching. Educational Leadership, 61(5), 12-16.
27. Tarr, J. E., Reys, R. E., Reys, B. J., Chavez, O., Shih, J., & Osterlind, S. J. (2008). The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39, 247-280.
28. Weiss, I. R., & Pasley, J. P. (2004). What is high quality instruction? Educational Leadership, 61(5), 24-28.
29. Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research, Inc.
30. Fuson, K., & Li, Y. (this issue). Cross-cultural issues in linguistic, quantitative, and computational supports for mathematical thinking. ZDM-The International Journal on Mathematics Education.
31. Li, Y, Chen, X, & An, S. (this issue). Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and U.S. mathematics textbooks: The case of fraction division. ZDM-The International Journal on Mathematics Education.
32. Li, Y., Chen, X., & Kulm, G. (this issue). Mathematics teachers' practices and thinking in lesson plan development: a case of teaching fraction division. ZDM-The International Journal on Mathematics Education.
33. Li, Y., Zhang, J., & Ma, T. (this issue). Approaches and practices in developing school mathematics textbooks in China. ZDM-The International Journal on Mathematics Education.
34. Lloyd, G. M., (this issue). School mathematics curriculum materials for teachers' learning: Future elementary teachers' interactions with curriculum materials in a mathematics course in the United States. ZDM-The International Journal on Mathematics Education.
35. Nie, B., Cai, J. & Moyer, J. C. (this issue). How a standards-based mathematics curriculum difers from a traditional curriculum: With a focus on intended treatments of the ideas of variables. ZDM-The International Journal on Mathematics Education.
36. Reys, B. J. & Hirsch, C. (this issue). Mathematics curriculum: A vehicle for school improvement. ZDM-The International Journal on Mathematics Education.