Do U.S. College and Career Ready Standards Make the Grade? U.S. Participation in the OECD 2030 Curriculum Analysis Project

美国大学和职业准备标准是否合格？

• 批准号: 1649981
• 负责人: William Schmidt
• 金额: $ 20万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-15 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1649981&HistoricalAwards=false
• 关键词: Do; U.S.; College; Career; Ready

Previous international studies of mathematics and science education have provided important perspectives on the global competitiveness of STEM education in the United States. The world, including the world of mathematics in schools, has changed in many ways over the past 20 years especially in the area of technology which is closely related to the discipline of mathematics. Many countries have revised their mathematics standards and currently, questions about what is needed for a 21st century curriculum continue to drive curriculum reform in virtually every country. Questions around what students need to know and be able to do in the 21st century are central in curriculum reform discussions in the U.S. and other countries. These questions have led the Organisation for Economic Cooperation and Development (OECD) to plan and develop the Education 2030 International Curriculum Analysis. This project will take advantage of the developing opportunity to participate in OECD's Education 2030 Curriculum Analysis to develop a current international benchmark in mathematics against which the Common Core Standards for Mathematics (CCSSM) and other College and Career Ready Standards may be evaluated. The project will provide a window on the state of 21st century skills currently incorporated by countries into their curriculum in various ways. The project staff will lead the Mathematics Curriculum Document Analysis (MCDA) project. The specific questions to be addressed through the mathematics document-based analysis are: What are the topics and key concepts currently focused upon in mathematics standards (guidelines) across over 20 countries? What do mathematics curriculum documents - standards and textbooks - reveal about the current state of the focus, rigor, and coherence of the mathematics curriculum? What do mathematics curriculum documents - standards and textbooks - reveal about the coherent inclusion of 21st century skills expectations for students? To what extent are the Common Core State Standards for Mathematics reflected in or consistent with the current mathematics standards for leading countries, i.e., those whose students do well on international assessments such as TIMSS and PISA? The project will work with international partners to create a multidimensional framework for analysis of curriculum standards and conduct a multidimensional analysis of standards and textbooks in the US.

以往的国际数学和科学教育研究为美国STEM教育的全球竞争力提供了重要视角。过去20年来，世界，包括学校数学世界，在很多方面发生了变化，特别是在与数学学科密切相关的技术领域。许多国家已经修订了数学标准，目前，关于 21 世纪课程需要什么的问题继续推动着几乎每个国家的课程改革。围绕 21 世纪学生需要知道什么和能够做什么的问题是美国和其他国家课程改革讨论的核心。这些问题促使经济合作与发展组织 (OECD) 规划并制定了《教育 2030 国际课程分析》。该项目将利用参与 OECD 2030 年教育课程分析的发展机会，制定当前的国际数学基准，并可根据该基准评估数学共同核心标准 (CCSSM) 和其他大学和职业准备标准。该项目将为了解各国目前以各种方式纳入其课程的 21 世纪技能状况提供一个窗口。项目人员将领导数学课程文档分析（MCDA）项目。基于数学文献的分析要解决的具体问题是：目前20多个国家的数学标准（指南）关注的主题和关键概念是什么？数学课程文件（标准和教科书）揭示了数学课程的重点、严谨性和连贯性的现状？数学课程文件（标准和教科书）揭示了哪些关于一致纳入学生 21 世纪技能期望的内容？共同核心数学国家标准在多大程度上反映或符合领先国家（即学生在 TIMSS 和 PISA 等国际评估中表现良好的国家）的现行数学标准？该项目将与国际合作伙伴合作，创建课程标准分析的多维框架，并对美国的标准和教科书进行多维分析。