On the Relationship Between Mathematics and Science Achievement in the United States

Le résumé fourni par la source

Curiously, we have different curricular frameworks for mathematics and science, and studies of achievement in these domains have rarely asked the obvious question, “What is their relationship?” Research with data provided by TIMSS is no exception (e.g., Schmidt, McKnight, Valverde, Houang, & Wiley, 1997; Schmidt, Raizen, Britton, & Bianchi, 1997). Rather, attention has focused on achievement in either mathematics or science—perhaps in recognition that it is difficult enough to understand achievement in one domain, let alone two domains, especially as achievement links to reform in mathematics and science education. The purpose of this chapter, in broad terms, is to provide an initial exploration of the relationship between mathematics and science achievement for the United States’ seventh and eighth graders (TIMSS Population 2) overall, and for girls and boys in particular. The chapter does not attempt to explain this relationship with factors such as curricular variation across nations or teaching methods within a nation; we leave that task to those who follow. Our goal in this chapter is descriptive.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.