Analysis of selected geometry and measurement learning expectations in some Asian countries and United States States as specified in national and state curriculum documents

The purpose of this study was to describe the state of curriculum description within two strands of mathematics, geometry and measurement strands, and to compare learning goals within these strands across several U.S. states and to the national curricula in several high performing TIMSS Asian countries (Singapore, Taiwan and Japan). This analysis describes students' opportunity to learn selected geometry and measurement concepts and skills within a sample of states and TIMSS high performing Asian countries. Based on the analysis of the curriculum documents, the grade placement of topics and particular learning expectations differ markedly across documents and the emphasis also differs according to the expected learning outcomes as denoted by cognitive domain. Results indicate that cognitive level varies across documents according to the topic.