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Analysis of Minnesota students' math...

Harms, Timothy John.

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Analysis of Minnesota students' mathematical literacy on TIMSS, NAEP, and MN BST.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of Minnesota students' mathematical literacy on TIMSS, NAEP, and MN BST./
Author:	Harms, Timothy John.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2003,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 65-08, Section: A.
Contained By:	Dissertations Abstracts International65-08A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3107183

Analysis of Minnesota students' mathematical literacy on TIMSS, NAEP, and MN BST.
Harms, Timothy John.

Analysis of Minnesota students' mathematical literacy on TIMSS, NAEP, and MN BST. - Ann Arbor : ProQuest Dissertations & Theses, 2003 - 134 p.

Source: Dissertations Abstracts International, Volume: 65-08, Section: A.

Thesis (Ph.D.)--The University of North Dakota, 2003.

This item must not be sold to any third party vendors.

This study examines the current definitions of mathematical literacy and how three tests: the Third International Mathematics and Science Study (TIMSS), the National Assessment of Educational Progress (NAEP), and the Minnesota Basic Skills Test (BST) measure this mathematical literacy. The testing identified all occurs at the eighth grade level. Testing is likely to increase with the "No Child Left Behind" Act that the Federal government has signed and states are expected to meet. A review of the literature was conducted on the definition of mathematical literacy. Minnesota students' achievement on the three tests was compared in their strengths and weaknesses on particular content strands. The performance of Minnesota students was tracked over an eight-year time span, and a slight improvement in students' mathematical achievement was evident. Their performance was further broken down on the NAEP by achievement level to determine if students that score below basic experienced more difficulties with questions from particular content strands than their classmates who were at the basic level. Minnesota's eighth graders had the most difficulty with geometry and proportionality across the three tests that have been reported. At the district level the students who failed the BST were encouraged to take a course designed around the test where the emphasis is on specific content strands. The students who were below basic on the BST as well as the NAEP had weakness in almost all the content strands. The Minnesota BST does a poor job measuring students' mathematical literacy while, NAEP and TIMSS do an adequate job. The state of Minnesota has replaced the Profile of Learning and they should do the same with the Basic Skills Test in mathematics, as this test is driving the curriculum in such a way that it does not promote mathematical literacy.Subjects--Topical Terms:

641129
Mathematics education.

Analysis of Minnesota students' mathematical literacy on TIMSS, NAEP, and MN BST.
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245 1 0 $a Analysis of Minnesota students' mathematical literacy on TIMSS, NAEP, and MN BST.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2003
300 $a 134 p.
500 $a Source: Dissertations Abstracts International, Volume: 65-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Williams, John Delane.
502 $a Thesis (Ph.D.)--The University of North Dakota, 2003.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study examines the current definitions of mathematical literacy and how three tests: the Third International Mathematics and Science Study (TIMSS), the National Assessment of Educational Progress (NAEP), and the Minnesota Basic Skills Test (BST) measure this mathematical literacy. The testing identified all occurs at the eighth grade level. Testing is likely to increase with the "No Child Left Behind" Act that the Federal government has signed and states are expected to meet. A review of the literature was conducted on the definition of mathematical literacy. Minnesota students' achievement on the three tests was compared in their strengths and weaknesses on particular content strands. The performance of Minnesota students was tracked over an eight-year time span, and a slight improvement in students' mathematical achievement was evident. Their performance was further broken down on the NAEP by achievement level to determine if students that score below basic experienced more difficulties with questions from particular content strands than their classmates who were at the basic level. Minnesota's eighth graders had the most difficulty with geometry and proportionality across the three tests that have been reported. At the district level the students who failed the BST were encouraged to take a course designed around the test where the emphasis is on specific content strands. The students who were below basic on the BST as well as the NAEP had weakness in almost all the content strands. The Minnesota BST does a poor job measuring students' mathematical literacy while, NAEP and TIMSS do an adequate job. The state of Minnesota has replaced the Profile of Learning and they should do the same with the Basic Skills Test in mathematics, as this test is driving the curriculum in such a way that it does not promote mathematical literacy.
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