Table of Contents
Executive Summary
Introduction
Chapter 1
Chapter 2
Chapter 3
Chapter 4

Chapter 5 Contents
	Beginning
	Does Decision Making About the Intended Curriculum Take Place at the National, State, or Local Level?
	How Do Education Stystems Support and Monitor Curriculum Implementation?
	What TIMSS 1999 Countries Have Assessments And Exams in Mathematics?
	What Benchmarking Juristictions Have Assessments in Mathematics?
	How Do Education Systems Deal with Individual Differences?
	What Are the Major Characteristics of the Intended Curriculum?
	What Mathematics Content Do Teachers Emphasize at the Eighth Grade?
	Are There Policies on Using Calculators?
	What Mathematics Topics Are Included in the Intended Curriculum?
	Have Students Been Taught the Topics Tested by TIMSS?
	What Can Be Learned About the Mathematics Curriculum?

Chapter 6
Chapter 7
Reference 1
Reference 2
Reference 3
Reference 4
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E

 

 

 

© 2001 International Association for the Evaluation of Educational Achievement (IEA)

 

 

 

Are There Policies on Using Calculators?

Official policies on calculator use are summarized in Exhibit 5.17. In general, the curricula in the comparison countries included policies on using calculators, either without restriction (three countries) or with some restrictions (seven countries). Several countries commented that calculators were not permitted in the lower grades or that their use in these grades was limited. Across the United States as a whole, policy varied from state to state, and this was reflected among the Benchmarking states, with four states, Idaho, Indiana, Massachusetts, and North Carolina, reporting calculator use under restricted circumstances and the other nine reporting unrestricted use.