In this study, we analyzed and compared reasoning and proving opportunities in geometry lessons from American standard-based textbooks and Korean textbooks to understand how these textbooks provide student opportunities to engage in reasoning and proving activities. Overall, around 40% of exercise problems in Core Plus Mathematics Project (CPMP)…

This study offers a comparative analysis of questions found in Turkish, Singaporean, and American mathematics textbooks and workbooks based on topics covered in the 8th grade mathematics curriculum in Turkey. To this end, the study utilizes the 3-dimensional framework developed by Li. When the questions in the textbooks and workbooks…

This paper compares sections on functions and linear functions from two Korean textbooks and an American standards-based textbook (University of Chicago School Mathematics Project [UCSMP] Algebra) to understand differences and similarities among these textbooks through horizontal and vertical analyses. We found that these textbooks provide…

The purposes of this study were to compare the differences in the use of geometry in elementary school mathematics textbooks among Finland, Mainland China, Singapore, Taiwan, and the USA and to investigate the relationships between the design of the textbooks and students' performance on large-scale tests such as TIMSS-4 geometry, TIMSS-8…

International comparisons have highlighted that the U.S. mathematics curriculum, both in terms of curriculum influences (e.g., textbooks, standards) and actual instruction, is broad and shallow. Standards-based reform is explicitly designed to improve coherence and reduce redundancy across grades. This article evaluates the redundancy of…

Explores expectations regarding about student performance in educational systems of high-achieving countries using data from the United States and 21 other high-achieving countries that participated in the Third International Mathematics and Science Study (TIMSS). Demonstrates that levels of standards relate to levels of student attainment in…

The Third International Mathematics and Science Study (TIMSS) compared mathematics and science scores across 41 countries. American students performed well in science and mathematics in the fourth grade but fell behind their international peers by the eighth grade. Concludes that differences are due to unfocused curriculum, a static conception of…

The Third International Mathematics and Science Study (TIMSS) shows U.S. 4th graders scoring above the international average in both math and science, 8th graders slipping in both subjects, and 12th graders scoring at or near the bottom. Research indicates high expectations, a focused curriculum, better-prepared teachers, and balanced instruction…