The Third International Mathematics and Science Study (TIMSS) raised the alarm about U.S. mathematics and science education. Most Americans are now aware that U.S. students lag behind their peers in other developed nations. In one state, the legislature reacted by lengthening the school year, assuming that more time on academic content would boost student performance. Some educators have fixed the blame on the mathematics and science curricula typically used in U.S. schools.
Does the problem lie in the curricula, instruction, or the system of support available to teachers? This book presents the first comprehensive analysis of TIMSS study—a half-million students from 15,000 schools around the world. It presents detailed reports on three major aspects of education, including curriculum issues, teaching practices, and school support.