id: 06621652
dt: j
an: 2016e.00345
au: Khaliqi, David
ti: How common is the common core? A global analysis of math teaching and
learning.
so: Sch. Sci. Math. 116, No. 4, 199-211 (2016).
py: 2016
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: D33 B70
ut: curriculum; educational standards; efficacy
ci:
li: doi:10.1111/ssm.12170
ab: Summary: The U.S. educational system is undergoing rapid and substantial
changes with many states grappling with the adoption of the Common Core
State Standards in Mathematics (CCSSM). Important research questions
remain unanswered regarding the potential efficacy of the CCSSM to
improve student math performance compared with students around the
globe. This article utilized TIMSS 2007 8th-grade math assessment
results and curricular frameworks to (1) measure the degree of overlap
between the CCSSM and TIMSS standards, and (2) use this finding to
create a predictive model to determine the potential efficacy of the
CCSSM in improving the U.S. 8th-grade student math performance compared
with six culturally matched, TIMSS-assessed countries, provinces, and
states. Comparisons of CCSSM and TIMSS-assessed jurisdictions show that
the CCSSM holds many items in common with TIMSS-assessed jurisdictions,
but lacks rigor in some key areas. The CCSSM deficiencies include
algebraic knowledge and problem solving at the 8th-grade level, and are
a significant detractor from the CCSSM when compared with TIMSS.
rv: