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October 23 1996


A study released by the National Science Foundation has found that U.S. schools teach too many mathematics and science concepts and, as a result, address them too superficially. The study also found that advanced topics in these fields which are often studied only by the top students in the U.S. are considered basic knowledge in many othe rcountries. The new international comparison was aimed at trying to determine why U.S. students are behind their counterparts in many other nations in mathematics and science performance.

The National Science Foundation Study, "The Third International Mathematics and Science Study," took four years to complete. It compared textbooks and curriculum guides in the U.S. to those in dozens of other countries, including Japan, Germany, China, France, and Sweden. The study found that deficiencies in instruction in the U.S. result, in part, from reliance on textbooks that are too wide-ranging and cursory in their coverage of mathematics and science topics.

The study concludes that upgrading U.S. students' performance in mathematics and science will require a rethinking of instruction to focus on a limited number of important concepts. It points out that due to the decentralized nature of American education, this will require efforts at the state level across the U.S.


What's New of the Net includes numerous Internet sites that provide excellent resources for enhancing mathematics and science instruction.


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