What Mathematics Do Students Know? Implications from NAEP for Curriculum and Policy

本项目涉及对国家教育进步评估（NAEP）的主要和长期趋势（LTT）数学评估的安全数据进行二次分析。具体而言，该项目将调查以下问题：(a)特定数学技能的当前知识和随时间的变化，(b)成绩与特定数学课程的关系程度，以及(c)高中课程与数学成绩之间的联系。在可能的情况下，结果将按人口统计变量进行分类，包括NAEP数据集中可用的社会经济地位和种族/民族变量。研究结果将指出影响成绩的课程方面，并将确定学生知识不发达的数学概念和技能集群。主要和LTT数学评估都是整个国家的代表。它们包含与国家评估理事会（NAGB）建立的框架一致的项目，不仅考虑到具体的数学内容，而且考虑到达成解决方案所涉及的认知过程。通过与熟悉NAEP中使用的安全项目的研究人员合作，所进行的分析将允许对NAEP所测量的技能进行描述，这些技能描绘了美国学生在各种主题中的数学技能。该项目的一个独特之处在于，将汇集来自主要和LTT naep的数据，以提供包含一系列关键数学概念和技能的更丰富的数据。项目等同过程将从内容分析开始，以匹配涉及相同认知过程和解决算法的主要和LTT项目。研究小组预计，内容分析将在每个年龄段产生多个项目集群。该项目将采取双向关注，有时关注学生当前的知识，有时关注今天学生的数学知识与15至30年前学生的知识相比如何。一个外部咨询委员会将对分析提供意见，一个外部评价小组将对项目进行评价。项目成功的主要指标将是研究成果使学校人员、课程开发人员和其他研究人员受益的程度。在全国数学教师委员会出版的NAEP数学结果的最后两卷编辑的基础上，项目研究人员将编写文章和一本书，超越现有的关于数学课程主要主题的学生知识的基线数据。结果将提供一个更有力的统计基础，以说明学生知识随时间的变化，并在个别项目的水平上取得更广泛的成就。这可能为课程和教师发展提供重要的启示。

This project involves secondary analysis of secure data from the Main and Long-Term-Trend (LTT) mathematics assessments of the National Assessment of Educational Progress (NAEP). Specifically, the project will investigate the issues of (a) current knowledge and change over time on specific mathematics skills, (b) the extent to which the performance is related to specific mathematics curricula, and (c) the connection between courses taken in high school and mathematics performance. Whenever possible, results will be disaggregated by demographic variables, including SES and race/ethnicity variables available in the NAEP data set. Results of the study will point to aspects of the curriculum that impact performance and will identify mathematics concept and skill clusters where student knowledge is underdeveloped. Both the Main and LTT mathematics assessments are representative of the nation as a whole. They contain items aligned with frameworks established by the National Assessment Governing Board (NAGB) with consideration not only to mathematics-specific content but also to the cognitive processes involved in arriving at a solution. By partnering with researchers who are familiar with the secure items used on NAEP, analyses conducted will allow for description of skills measured by NAEP that portray the mathematics skills of U.S. students across a variety of topics. One of the unique aspects of this project is that data from the Main and LTT NAEPs will be pooled to provide richer data that encompass a body of key mathematics concepts and skills. The item equating process will begin with content analyses to match Main and LTT items that involve the same cognitive processes and solution algorithms. The research team anticipates that content analyses will result in multiple item clusters at each age level. The project will take a bi-directional focus, at times focusing on students' current knowledge while at other times focusing on how the mathematics knowledge of students today compares to knowledge of students 15 to 30 years ago. An external advisory board will provide input on the analyses and an external evaluation team will evaluate the project. The primary indicator for success of the project will be the extent to which the research products benefit school personnel, curriculum developers, and other researchers. Building upon the last two edited volumes on NAEP mathematics results published by the National Council of Teachers of Mathematics, project researchers will produce articles and a book that go beyond existing baseline data on student knowledge on major topics in the mathematics curriculum. Results will provide a stronger statistical basis for making claims about change in student knowledge over time and a broader picture of accomplishment at the level of individual items. This may provide important implications for curriculum and teacher development.