Book chapter
When Knowing Basic Skills and Procedures Is Not Enough
What Matters? Research Trends in International Comparative Studies in Mathematics Education, pp.315-331
Research in Mathematics Education-Series, Springer Nature
01/01/2017
DOI: 10.1007/978-3-319-51187-0_17
Abstract
Helping students achieve higher level cognitive processes is one of the goals of mathematics education. Studies have shown that students who engaged in high-level cognitive demand tasks were successful in mathematics performance. Based on an analysis of the TIMSS 2011 data, this chapter argues that eighth-grade US students' mathematics achievement is explained more by basic skills and procedures across ability levels. Data analyses of 8th grade students in Taiwan, Hong Kong, Korea, and Singapore indicate that success in the applying domain affects their overall scores more than the knowing domain. This pattern is consistent across all ability level groups. The findings of this study show that to be competitive internationally, US students should have more opportunities to develop higher level cognitive abilities when learning mathematics.
Details
- Title: Subtitle
- When Knowing Basic Skills and Procedures Is Not Enough
- Creators
- Kyong Mi Choi - University of IowaDae S. Hong - University of Iowa
- Contributors
- J W Son (Editor)T Watanabe (Editor)J J Lo (Editor)
- Resource Type
- Book chapter
- Publication Details
- What Matters? Research Trends in International Comparative Studies in Mathematics Education, pp.315-331
- Publisher
- Springer Nature; CHAM
- Series
- Research in Mathematics Education-Series
- DOI
- 10.1007/978-3-319-51187-0_17
- eISSN
- 2570-4737
- ISSN
- 2570-4729
- Number of pages
- 17
- Language
- English
- Date published
- 01/01/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374346302771
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