Gilbert A. Valverde – författare

Which goals and standards guide mathematics education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining the rich data collected in the TIMSS Curriculum Analysis. This study includes an exhaustive, page-by-page inventory of mathematics content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula. The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Additionally, it details characteristics of the mathematics curriculum as embodied in textbooks and curriculum guides intended for select grades. This book should be of interest to anyone concerned with mathematics education standards, curriculum policy, cross-national educational comparisons, and mathematics pedagogy.

Which goals and standards guide mathematics education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining the rich data collected in the TIMSS Curriculum Analysis. This study includes an exhaustive, page-by-page inventory of mathematics content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula. The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Additionally, it details characteristics of the mathematics curriculum as embodied in textbooks and curriculum guides intended for select grades. This book should be of interest to anyone concerned with mathematics education standards, curriculum policy, cross-national educational comparisons, and mathematics pedagogy.

How are curriculum policies translated into opportunities to learn in the classroom? This text presents findings from a large cross-national study of textbooks - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over 40 countries. Drawing on this data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice. The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.