A Splintered Vision: An Investigation of U.S. Science and by W.H. Schmidt (Editor), Curtis C. McKnight (Editor), S.

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

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S. state curriculum guides and textbooks. S. S. algebra books). This is not true internationally (attention to these topics typically having been completed in earlier grades). S. mathematics reform proposals, receive attention that they do not receive internationally, both in algebra and “nonalgebra” textbooks and in state curriculum guides. These include topics in ‘estimation and number sense,’ ‘proportionality concepts,’ and topics in data representation and probability. S. composite curriculum and state mathematics curriculum guides at this level intend coverage of more topics than is typical internationally.

They would need to be used with a variety of contents to show that the processes were general and not specific to particular science topics. Topics could vary with local preference. This would allow a strong core of common science processes but a limited number of commonly intended science topics. We discuss this hypothesis later. However, since the number of science topics covered in most state plans is still large, these curricula are unfocused unless content is treated as very peripheral to process.

S. state curriculum guides and textbooks. S. S. algebra books). This is not true internationally (attention to these topics typically having been completed in earlier grades). S. mathematics reform proposals, receive attention that they do not receive internationally, both in algebra and “nonalgebra” textbooks and in state curriculum guides. These include topics in ‘estimation and number sense,’ ‘proportionality concepts,’ and topics in data representation and probability. S. composite curriculum and state mathematics curriculum guides at this level intend coverage of more topics than is typical internationally.

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