TY - JOUR
T1 - Assessing barriers to the reform of U.S. mathematics instruction from an international perspective
AU - Desimone, Laura M.
AU - Smith, Thomas
AU - Baker, David
AU - Ueno, Koji
PY - 2005
Y1 - 2005
N2 - The authors assessed five commonly perceived barriers to increased use of conceptual teaching in mathematics in the United States related to teacher autonomy, trade-offs with computational strategies, student achievement, class size, and teacher qualifications. These barriers were examined through the use of data from nationally representative samples of eighth-grade mathematics classrooms across 38 nations that took part in the Third International Mathematics and Science Study in 1999 and follow-up analyses involving data from the high-achieving nations of Japan and Singapore. Findings suggest that most of these perceived barriers are not impediments to the use of conceptual teaching strategies in other countries, and the comparative findings hold promise for alternative paradigms for organizing better mathematics instruction in the United States.
AB - The authors assessed five commonly perceived barriers to increased use of conceptual teaching in mathematics in the United States related to teacher autonomy, trade-offs with computational strategies, student achievement, class size, and teacher qualifications. These barriers were examined through the use of data from nationally representative samples of eighth-grade mathematics classrooms across 38 nations that took part in the Third International Mathematics and Science Study in 1999 and follow-up analyses involving data from the high-achieving nations of Japan and Singapore. Findings suggest that most of these perceived barriers are not impediments to the use of conceptual teaching strategies in other countries, and the comparative findings hold promise for alternative paradigms for organizing better mathematics instruction in the United States.
UR - http://www.scopus.com/inward/record.url?scp=27144458707&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=27144458707&partnerID=8YFLogxK
U2 - 10.3102/00028312042003501
DO - 10.3102/00028312042003501
M3 - Review article
AN - SCOPUS:27144458707
SN - 0002-8312
VL - 42
SP - 501
EP - 535
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 3
ER -