Does Eighth-Grade Mathematics Teaching in the United States Align With the NCTM Standards? Results From the TIMSS 1995 and 1999 Video Studies

By Jennifer Jacobs, James Hiebert, Karen B. Givvin, Hilary Hollingsworth, H. Garnier, D. Wearne. 2006

147 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7aa3894b07e42394fd0b273172b2d91b74ce8220

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Citations in the corpus

Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification (2009, background): “The findings of this investigation add a third element to the portrait of mathematics teaching in middle-grade classrooms in the United States at the transition point from the 20th century to the 21st century, with the first two elements provided by the survey data of Weiss et al. (2001) and the obs”
The Problem-Solving Cycle: A Model to Support the Development of Teachers' Professional Knowledge (2007, result): “How can teachers shift into the roles suggested by the vision of school mathematics portrayed in the NCTM Standards (e.g., NCTM, 2000)?”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “Learning environments in which students interact with mathematics actively and engage in a broad range of mathematical practices are still relatively rare in mathematics classrooms (Jacobs et al., 2006; Litke, 2015).”
The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses (2013, result): “Such low scores for CLE subscales are consistent with results of the TIMSS Video Study (Jacobs et al., 2006), which found that typical mathematics teaching in the United States in both 1995 and 1999 “reflects the kind of traditional teaching that has been documented during most of the past century (”
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, background): “Previous research on teaching methods in mathematics education has used one-time self-reports of teachers or students (Goetz et al. 2005; Schwerdt and Wuppermann 2011) or video data (Givvin et al. 2005; Hiebert et al. 2003; Jacobs et al. 2006).”
Investigating how and what prospective teachers learn through microteaching lesson study (2010, background): “…that engage students in learning content through processes (e.g., reasoning, problem solving, representation, and so on) (Fernandez & Cannon, 2005; Jacobs et al., 2006), I purposely selected the overarching goal for the MLS to draw the prospective teachers’ attention toward engaging students in…”
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, methodology): “The persistence of teaching methods is well documented (Cuban, 1993; Fey, 1979; Hoetker & Ahlbrand, 1969; Jacobs et al., 2006).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “For example, mentor teachers are found to be able to form more bidirectional relationships with preservice teachers to develop teaching practices involving community learning in urban school contexts (Jacobs et al., 2006).”