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How Common Is the Common Core? A Global Analysis of Math Teaching and Learning

机译：共同核心有多普遍？数学教学的全球分析

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摘要

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.
机译：美国的教育体系正在发生迅速而实质性的变化，许多州都在努力应对采用通用公共核心州标准（CCSSM）的问题。与世界各地的学生相比，关于CCSSM在提高学生数学成绩方面的潜在功效，仍未回答重要的研究问题。本文利用TIMSS 2007八年级数学评估结果和课程框架来（1）测量CCSSM和TIMSS标准之间的重叠程度，以及（2）使用此发现创建一个预测模型来确定CCSSM的潜在功效与六个由TIMSS评估的文化匹配的国家，省和州相比，在提高美国8年级学生的数学成绩方面。 CCSSM和TIMSS评估的司法管辖区的比较表明，CCSSM与TIMSS评估的司法管辖区具有许多共同点，但在某些关键领域缺乏严格性。 CCSSM的不足之处包括8年级的代数知识和问题解决能力，与TIMSS相比，它是CCSSM的显着削弱因素。

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