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What does a focused and rigorous curriculum look like in the top achieving countries? The number of topics that children are expected to learn at a given grade level is relatively small, permitting a thorough and deep coverage of each topic. For example, nine topics are the average number intended in the second grade. The US by contrast expects second grade teachers to cover twice as many mathematics topics. The result is a characterization of the US curriculum as a mile wide and an inch deep. | What does a focused and rigorous curriculum look like in the top achieving countries? The number of topics that children are expected to learn at a given grade level is relatively small, permitting a thorough and deep coverage of each topic. For example, nine topics are the average number intended in the second grade. The US by contrast expects second grade teachers to cover twice as many mathematics topics. The result is a characterization of the US curriculum as a mile wide and an inch deep. | ||
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* Schmidt, W. H., McKnight, C. C. and Raizen, S. A. (1997a) A Splintered Vision: An Investigation of U.S. Science and Mathematics Education (Dordrecht, The Netherlands: Kluwer). | * Schmidt, W. H., McKnight, C. C. and Raizen, S. A. (1997a) A Splintered Vision: An Investigation of U.S. Science and Mathematics Education (Dordrecht, The Netherlands: Kluwer). | ||
* [[미국 수학 공통교과과정 (Common Core State Standards)]] | * [[미국 수학 공통교과과정 (Common Core State Standards)]] | ||
2015년 9월 18일 (금) 18:29 기준 최신판
a mile wide and an inch deep
- Third International Mathematics and Science Study (TIMSS)
- http://www2.ed.gov/rschstat/research/progs/mathscience/schmidt.html
What does a focused and rigorous curriculum look like in the top achieving countries? The number of topics that children are expected to learn at a given grade level is relatively small, permitting a thorough and deep coverage of each topic. For example, nine topics are the average number intended in the second grade. The US by contrast expects second grade teachers to cover twice as many mathematics topics. The result is a characterization of the US curriculum as a mile wide and an inch deep.
- Schmidt, W. H., McKnight, C. C. and Raizen, S. A. (1997a) A Splintered Vision: An Investigation of U.S. Science and Mathematics Education (Dordrecht, The Netherlands: Kluwer).
- 미국 수학 공통교과과정 (Common Core State Standards)
메모
- New Math
- Green, Elizabeth. “Why Do Americans Stink at Math?” The New York Times, July 23, 2014. http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html.
- Green, Elizabeth. Building a Better Teacher: How Teaching Works. 1 edition. W. W. Norton & Company, 2014.
- Loveless, Tom. “Six Myths in the New York Times Math Article by Elizabeth Green.” The Brookings Institution. Accessed August 14, 2015. http://www.brookings.edu/research/papers/2014/08/07-new-york-times-math-loveless.
- https://prezi.com/v_buakpkvs5v/history-of-math-education-a-timeline/
관련논문
- “Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective - Journal of Curriculum Studies - Volume 37, Issue 5.”http://www.tandfonline.com/doi/abs/10.1080/0022027042000294682#.VfpFhkb2eRI.
- Schmidt, William, Richard Houang, and Leland Cogan. “A Coherent Curriculum: The Case of Mathematics.” American Educator 26, no. 2 (2002): 10. https://www.aft.org/sites/default/files/periodicals/curriculum.pdf
- A Splintered Vision. Dordrecht: Kluwer Academic Publishers, 2002. http://link.springer.com/10.1007/0-306-47209-0.
- Bossé, Michael J. “The NCTM Standards in Light of the New Math Movement: A Warning!” The Journal of Mathematical Behavior 14, no. 2 (June 1995): 171–201. doi:10.1016/0732-3123(95)90004-7.