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Mathematics Teaching in the United States Today (and Tomorrow): Results From the TIMSS 1999 Video Study

University of Delaware

James W. Stigler

University of California, Los Angeles, and LessonLab

Jennifer K. Jacobs

University of Colorado at Boulder

Karen Bogard Givvin

LessonLab

Helen Garnier

University of California, Los Angeles, and LessonLab

Margaret Smith

Iona College

Hilary Hollingsworth

Educational Consultant, Rye, Victoria, Australia

Alfred Manaster

University of California, San Diego

Diana Wearne

University of Delaware

Ronald Gallimore

University of California, Los Angeles, and LessonLab

The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what actually is happening inside U.S. classrooms and because they demonstrate that current debates often pose overly simple choices. The authors suggest ways to learn from examining teaching systems that are not alien to U.S. teachers but that balance a skill emphasis with attention to challenging mathematics and conceptual development.

Key Words: international comparisons • mathematics teaching

Educational Evaluation and Policy Analysis, Vol. 27, No. 2, 111-132 (2005)
DOI: 10.3102/01623737027002111


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