1 / 18

The Significance of TIMSS and TIMSS Advanced in Mathematics Education: A Comparative Study

This book examines the results and implications of the TIMSS and TIMSS Advanced assessments for mathematics education in Norway, Slovenia, and Sweden. It discusses the similarities and differences in participation, results, and trends across the three countries, highlighting policy issues and educational reforms. Critical insights into Norway's negative trends and recent reform efforts, along with Slovenia's external evaluations and Sweden's decentralized system, provide a comprehensive view of current educational landscapes. This analysis emphasizes the importance of equitable and differentiated education for all students.

lynn
Télécharger la présentation

The Significance of TIMSS and TIMSS Advanced in Mathematics Education: A Comparative Study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Torgeir Onstad: The Significanceof TIMSS andTIMSS Advanced(MathematicsEducation in Norway, Slovenia and Sweden)

  2. Book aboutthreecountries (2013) • Manysimilarities • Wideparticipation in TIMSS and TIMSS Adv. • Different results and trends • Different analyses • Different policy issues • Similarbenefits from participation (Concentrationonmathematics, butmuchthe same could be saidaboutscience)

  3. Norway • Negative trends  politicalshock • Broadpolitical consensus oneducational reform  new curriculum K19 • «Knowledge Promotion» • Positive trends  relief, optimism • Anxiousexpectations for TIMSS Advanced 2008 and TIMSS 2011

  4. Norway • Positive trends confirmed in grades 4 and 8 • «Progress, but still far to go» • Negative trends in TIMSS Advanced • Will TIMSS continue and TIMSS Advanced change in 2015?

  5. Other analyses • Content domains • Benchmarklevels • (Background variables: gender, homework, teachingmethods, OTL, calculatoruse, …)

  6. Policy principle • Each student has a right to receiveeducation in forms whichsuit his/her knowledge, skills, interests and futureaspirations • A strongprincipleofequity and differentiation • TIMSS shows that Norway has not beenverysuccessfulwiththeimplementationofthisprinciple neither for theweak nor for thetalented students

  7. Formal (abstract, pure) mathematics Serious problems in Norway: • Grade 4: Number • Grade 8: Algebra • Advanced: Algebra, calculus • Science: Physics • Physics: Mathematical problems • TEDS-M: Algebra, logicalreasoning «Everydaymathematics» is not enough!

  8. Trends in threecountries • Norway, Slovenia, Sweden • Grade 4 • Grade 8 • Advanced mathematics (Muchthe same in science)

  9. Sweden • Decentralisededucational system • Validityof test items • Test motivation

  10. Slovenia • TIMSS as an externalevaluationofeducation and school reforms • Teachers’ involvement • Exceptionallybigpopulation in Advanced mathematics

  11. Short summary • TIMSS and TIMSS Advanced offer a broad range ofpossibilities to measureimportantaspectsofeducation • (But not all aspects!) • Taking part at all levelsgives a holisticviewofthesituation • Nextopportunity is 2015!! THANK YOU!

More Related