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What are we learning from PISA and TIMSS?

What are we learning from PISA and TIMSS?. Gwen Tresidder: Communications Manager, NCETM. How well are we doing?. TIMSS (Y9). PISA (15 yr olds). Source: Mathematical Association. What about our lower attainers?. TIMSS (Y9). PISA:.

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What are we learning from PISA and TIMSS?

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  1. What are we learning from PISA and TIMSS? Gwen Tresidder: Communications Manager, NCETM

  2. How well are we doing? TIMSS (Y9) PISA (15 yr olds) Source: Mathematical Association

  3. What about our lower attainers? TIMSS (Y9) PISA: “England’s lowest achievers have mathematics skills that are significantly below the mathematics skills of the lowest achievers in several other countries. It is also notable how the bottom 10 per cent of mathematics performers in England trail those in Northern Ireland and Scotland, despite both countries having very similar average mathematics scores to England.”

  4. TIMSS Sample question (Y9)

  5. PISA Sample question Question 1: To estimate the total floor area of the apartment (including the terrace and the walls), you can measure the size of each room, calculate the area of each one and add all the areas together. However, there is a more efficient method to estimate the total floor area where you only need to measure 4 lengths. Mark on the plan above the four lengths that are needed to estimate the total floor area of the apartment.

  6. Y5 to Y9 progress (TIMSS)

  7. Areas for further investigation • Time: There was no association found (Y9 or Y5) between more time devoted to learning maths and higher average achievement • CPD: England’s teachers appear to receive more than most • Gender: Boys did better (6pts) than girls in TIMSS (Y5). Boys do much better (12pts) in PISA maths than girls (not true of science (equal) and reading (girls better)). Maths is the only subject where boys outperform girls at GCSE and numbers at A level are skewed • Homework: There appears to be some association between more homework (but only up to 3 hrs p.w.) and higher achievement – more detail is needed

  8. Time spent learning maths – Y9 • There was no association found (Y9 or Y5) between more time devoted to maths teaching and higher average achievement. • Y5 time spent learning maths (189 hours,19%) is above the international mean)

  9. Aspects of professional development undertaken by year 5 teachers of maths over the past two years and the percentage of pupils taught by these

  10. Boys versus girls (TIMSS)

  11. Boys versus girls (PISA)

  12. Homework There is an association between pupils spending 45 mins - 3 hrs on homework, compared to less than 45 mins, and average achievement (those spending longer do better, but not when over 3 hours). Countries with similar homework times reported did both significantly better and worse than England. (No homework data collected for Y5)

  13. Who could we learn from? PISA: (England = 493) High performers: Singapore 564; Hong Kong 548; Macao 544; Taipei 542; Japan 532; BSJG (provinces of China) 531; South Korea 524. Western leading countries: Switzerland 521, Estonia 520 Falling from previously: Finland, Netherlands, Belgium TIMSS: England (546, 518) High performers: Singapore (618, 621) Hong Kong (615, 594) S. Korea (608,606) Taiwan (597, 599) Japan (593, 586) Russia(564, 538) One to watch: Kazakhstan(Y5: 501 to 544) (Y9: 487 to 523) Falling from 2011: Finland

  14. How is the NCETM learning from high performers? NCETM working with Maths Hubs: • China ~ England exchange: • Singapore textbook/CPD project

  15. England ~ China Exchange • 70 English primary teachers (though 2015/16 was for secondary teachers) • Spend 2 weeks observing lessons and teacher research groups (TRGs) in Shanghai. Each pair of teachers visits 2 schools. • Later in the year, 70 teachers from Shanghai visit 35 primary schools in England • Lessons are observed by teachers from the participating school and others (up to 100) from schools in the Maths Hub area

  16. Teachers observe a lesson in a school hall in Doncaster

  17. Learning lessons from Shanghai • Coherent, prescribed, mathematical journey is followed by every child • Pervasive belief that all can succeed at maths – whole class learning to support this • Strong professional learning model for teachers (time and structures for collaborative work) • Slower pace, breaking concepts down • Depth rather than acceleration • Conceptual understanding and procedural fluency developed in tandem

  18. Applying what we have learned Teaching for mastery • Importance of learning lessons and applying them in the English school context • Mastery Specialist programmes • Work of the Mastery Specialists with local schools • Early evidence (anecdotal and concrete) • TfM page on the NCETM website for more info

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