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By W.H. Schmidt (Editor), Curtis C. McKnight (Editor), S. Raizen (Editor)

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Example text

S. includes every international commonly intended performance expectation. However, the picture changes when we restrict our attention only to the expectations emphasized (by more extensive textbook space). ’ This is true also internationally. S. performance expectations “focused”? Probably not, since we again include more expectations than is common internationally. 9 This is especially true if we consider both textbooks and curriculum guides. We may not reflect thoroughly yet the mathematics content recommendations of recent reform (or do so only by adding them to existing content and further decrease focus).

And internationally. S. and other countries’ textbooks. , we include several other (more advanced) topics in both algebra and nonalgebra textbooks. This is true even when curriculum guides do not include these topics. S. textbooks seem unlikely to add focus to official state mathematics curricula that are largely unfocused. Population 1 science. S. composite science curriculum found in state curriculum guides (see Exhibit 13 but ignore, for the moment, those topics found only in textbooks). We saw earlier (Exhibit 10) that the composite science curriculum for this grade level showed plans for about 30 topics commonly among the state curriculum guides.

The bars extend from the 25th percentile (nearest the center line) to the 75th percentile among countries in the number of topics at each grade. The black line at each grade indicates the median number of topics. , Germany, and Japan individually. S. composite curriculum topics on average have longer planned durations than those of other countries? This is somewhat true for science (see Exhibit 5). S. composite curriculum is about two grades greater than the international median. Only six countries have higher average planned durations.

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