Textbooks, Teachers, and the SIMS Test.
Textbooks, Teachers, and the SIMS Test.
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教科书、教师和 SIMS 测试。
DOI：
10.2307/749338
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发表时间：
1994
期刊：
影响因子：
--
通讯作者：
James R. Flanders
中科院分区：
文献类型：
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作者：
James R. Flanders
本文是一项关于 1981-82 年 84 个班级的美国八年级数学学生的预期课程、实施课程和测试课程之间关系的研究报告。它基于第二次国际数学研究（SIMS，人口 A）和 SIMS 测试的数据：180 个多项选择题，涵盖算术、代数、几何、测量和统计等主题。1 该研究侧重于三个领域：(a) 六本非代数教科书中 SIMS 测试项目的覆盖范围，(b) 教师关于学生是否有机会学习 SIMS 项目的报告，以及 (c) 教师对学生在 SIMS 项目上取得成功的期望。特别值得关注的是学生面临的挑战，这是通过教科书和教师对新数学主题和复习数学主题的覆盖率来衡量的。
This article is a report of a study of relationships between intended, implemented, and tested curricula of 84 classes of United States eighth-grade mathematics students in 1981-82. It is based on data from the Second International Mathematics Study (SIMS, Population A) and the SIMS test: 180 multiple-choice questions covering topics in arithmetic, algebra, geometry, measurement, and statistics.1 The study focused on three areas: (a) coverage of the SIMS test items in six nonalgebra textbooks, (b) teacher reports of whether students had the opportunity to learn the SIMS items, and (c) teacher expectations for student success on the SIMS items. Of special concern was the challenge presented to students as measured by textbook and teacher coverage of new, versus reviewed, mathematics topics.