The U.S. educational system is undergoing rapid and substantial changes with many states grappling with the adoption of the Common Core State Standards in Mathematics (CCSSM). Important research questions remain unanswered regarding the potential efficacy of the CCSSM to improve student math performance compared with students around the globe. This article utilized TIMSS 2007 8th-grade math assessment results and curricular frameworks to (1) measure the degree of overlap between the CCSSM and TIMSS standards, and (2) use this finding to create a predictive model to determine the potential efficacy of the CCSSM in improving the U.S. 8th-grade student math performance compared with six culturally matched, TIMSS-assessed countries, provinces, and states. Comparisons of CCSSM and TIMSS-assessed jurisdictions show that the CCSSM holds many items in common with TIMSS-assessed jurisdictions, but lacks rigor in some key areas. The CCSSM deficiencies include algebraic knowledge and problem solving at the 8th-grade level, and are a significant detractor from the CCSSM when compared with TIMSS.

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共同核心有多普遍？数学教学的全球分析

美国教育系统正在经历快速而实质性的变化，许多州都在努力采用数学共同核心国家标准 (CCSSM)。与全球学生相比，CCSSM 在提高学生数学成绩方面的潜在功效方面，重要的研究问题仍未得到解答。本文利用 TIMSS 2007 8 年级数学评估结果和课程框架来 (1) 衡量 CCSSM 和 TIMSS 标准之间的重叠程度，以及 (2) 使用这一发现创建预测模型，以确定 CCSSM 的潜在功效与六个文化匹配、TIMSS 评估的国家、省和州相比，在提高美国 8 年级学生数学成绩方面的表现。CCSSM 与 TIMSS 评估管辖区的比较表明，CCSSM 与 TIMSS 评估管辖区有许多共同点，但在一些关键领域缺乏严谨性。CCSSM 的不足包括 8 年级水平的代数知识和问题解决能力，与 TIMSS 相比，这是 CCSSM 的显着缺点。