In TIMSS-95, participating countries could administer the TIMSS Performance Assessment consisting of practical tasks, and considered to match well with the Dutch intended curriculum. But in 1995, Dutch students did not score as expected on this test, revealing a discrepancy between intended and attained curriculum. Therefore, in 2000, the test was replicated. Results show an increased teachers' acceptance of the test, but – still – no significant gain in Dutch students' achievements. Additionally, if reliability is well controlled, the study revealed that there are valid mathematics assessment alternatives, which can supplement paper-and-pencil tests, not only in The Netherlands.
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... For this, mathematics should be as concrete as possible and students should be able to relate mathematics to their everyday lives. Vos and Kuiper (2005) note that since students do not meet real-life questions, their success has fallen in international exams such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). The World PISA and TIMSS reports of general multi-purpose and student assessment programs at the international level carried out by large organizations, indicate that students do not have the required mathematics achievement in Turkey and that they are below the national average (see. ...
The purpose of this study is to determine the effects of problem based mathematics teaching through mobile based applications which are used as assistive technology. It has been designed in a mixed method model that integrates research results. The participants of the experimental group were chosen from the students who continue to take mathematics courses within the traditional curriculum and were included in the process of problem based learning via mobile applications. Quantitative dimension of the study was designed using quasi-experimental design with pretest-posttest control group and it was seen that the success of the students in two different environments showed significant difference before and after the experiment. In other words, it has been found that the common effects of successive measurement factors on the success of different learning environments are significant. Within the light of these findings, it has been determined that both learning environments have different effects in increasing the success of the students and that the environment created for the experimental group is more effective in increase of the success. As a result of the qualitative analysis of the data collected by the researcher through the open-ended questionnaire, it was seen that the students reported positive opinions towards the environment (mobile technology, WhatsApp or virtual stock exchange application) and problem based teaching process. Based on these results, it can be asserted that the problem based learning process in which mobile based applications are used as an assistive technology is effective both in the increase of students’ success in maths and their positive attitudes.
This chapter aims to provide an in-service teaching model, which is named as a “reflective teachers-as-designers professional development model” based on the literature, designed to give teachers an understanding of teaching that focuses on developing real-life contexts and developing global competencies. First, the conceptual framework for the learning of teachers and their capacity as designers are discussed. Then, content components and process components of the model are presented by providing the rationale behind each element.
Eğitim ve öğretimin temel bileşenlerinden olan ölçme ve değerlendirme sonuç ve süreç açısından düzenleyici ve dönüştürücü etkilere sahiptir. Özellikle ulusal ölçekte yapılan liseye geçiş sınavlarında sorulan matematik sorularının içeriğinin, bağlamının ve niteliğinin matematik öğretimi üzerinde çok daha büyük ve kapsamlı etkiye sahip olduğu yadsınamaz. Bu nedenle matematik öğretiminin tüm aşamaları bilhassa ölçme ve değerlendirme etkinliklerinin bağlamsal temelli olması kritik bir değere sahiptir. Bu bağlamda çalışmanın amacı 1998-2013 yılları arasında ülkemizde uygulanan OKS-SBS matematik sınav sorularını PISA tarafından gerçek yaşamı tanımlayan bireysel, sosyal, mesleki ve bilimsel kategorileri ile ortaokul matematik ders programında yer alan öğrenme alanlarına göre sınıflayıp incelemektir. Çalışmada veriler, nitel araştırma veri toplama yöntemlerinden doküman incelemesi tekniği kullanılarak toplanmıştır. Bahsi geçen sınavlarda sorulan 375 tane soru gerçek hayatla ilişkili olma ölçütü ile incelenmiştir. Soruların yıllara göre dağılımı frekans ve yüzdelik olarak hesaplanmıştır. Frekans ve yüzdelikler incelendiğinde 1998-2008 ile 2009-2013 yılları arasında gerçek hayatla ilgili sorulan matematik sorularının sayısı ve bağlamı açısından önemli oranda farklılaşmakta olduğu tespit edilmiştir. 1998- 2008 yılları arasında sınavlarda sorulan matematik sorularının gerçek hayatla ilişkili olma oranı % 35 iken 2009-2013 yılları arasında bu oran % 61 olarak önceki yıllara göre yaklaşık iki kat artış göstermiştir. İlk yıllarda gerçek hayatla ilişkili sorulan soruların büyük bir kısmı sayılar ve işlemler öğrenme alanında ve kişisel bağlamda olurken sonraki yıllarda soruların her öğrenme alanına yayıldığı sosyal, mesleki ve bilimsel bağlamda sorulan soruların arttığı görülmüştür.
Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
Making real world connections in mathematics curricula and in teaching mathematics is generally viewed favorably within the educational community, however, little empirical research has examined how and why to use real world connections in mathematics education based on the views of experts. This study describes the feasibility of the use of real world connections according to high school mathematics teachers and academicians of mathematics education. Opinions of high school mathematics teachers (n=16) and academicians (n=8) about advantages, disadvantages, and examples of real world connections are elicited and reported. Teachers and academicians report several advantages of the use of real world connections in teaching mathematics as well as its disadvantages and limitations. Suggestions about dealing with limiting factors for using real world connections are also reported. Keywords: Mathematics curriculum, real world connections, mathematics teaching
From international comparative studies (TIMSS, PISA) it appears that students in lower secondary education in the Netherlands perform relatively well in mathematics and science compared to their peers from other participating countries. Policy-makers, especially, are eager to bring these positive outcomes into the limelight. However, one may wonder whether, in case of the Netherlands, there is good reason for such zeal. An evaluation study, conducted by the Netherlands Inspectorate of Education, shows that lower secondary schools do not meet the quality required in implementing a curriculum reform that started in 1993, entitled ‘basic secondary education’. So, in spite of all rhetoric on the positive outcomes of TIMSS and PISA in the Netherlands, when putting the relatively good student performance in the context of the implementation of this ambitious curriculum reform, many people become puzzled. Research findings on the quality of mathematics and science education seem to be in conflict with the results of TIMMS and PISA. This conclusion and also the observation that international comparative assessment studies have serious difficulty in meeting the goal of providing proper interpretations of student achievement, especially from a curriculum perspective, give reason to attempt to disentangle the conflicting images.
This book is one of the first to attempt a systematic in-depth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives. The book is based on work presented at an invited international ICMI seminar and includes chapters by a team of outstanding and prominent scholars in the field of mathematics education.
Based on the observation of an increasing mismatch between the goals and accomplishments of mathematics education and prevalent assessment modes, the book assesses assessment in mathematics education and its effects. In so doing it pays particular attention to the need for and possibilities of assessing a much wider range of abilities than before, including understanding, problem solving and posing, modelling, and creativity.
The book will be of particular interest to mathematics educators who are concerned with the role of assessment in mathematics education, especially as regards innovation, and to everybody working within the field of mathematics education and related areas: in R&D, curriculum planning, assessment institutions and agencies, teacher trainers, etc.
The pervading international paradigm within which classroom learning, teaching and assessing of mathematics is set is of an “objective” discipline which is “best” taught by transmission. Indeed, when it is decided what mathematics young people should learn, the most efficient, and preferred, style for that learning is seen by many to be, first, to tell the facts, or show the skill, and then, to practice. “Increasingly over the past few decades it has been argued that schools are preoccupied with ‘putting knowledge into the child’s mind’” (Davis, 1986, p. 274). Not only in schools, but also in higher education the same approach often holds for both mathematics and science. Speaking of university physics, Kim Thomas wrote: “the teaching tended to be conventional and hierarchical, very much like school, with students being given a body of information to absorb” (1990, p. 58).
Mathematical texts have a long pedigree, but while an examination of past texts gives a historical perspective, it cannot inform about the actual curriculum. The idea that student texts can be seen as a transposition of ‘real’ mathematical texts is discounted. Both visible features of text materials (such as the text itself, questions and answers, control structures, images) and pedagogic functions (such as addressing the teacher and learner, authorial stance and voice) are examined and their problematic nature revealed. Commercial and governmental constraints are briefly discussed; this is followed by a discussion on the use of text materials in class. A final section looks at possible future developments of textual materials in mathematics education.
Like preludes, prefaces are usually composed last. Putting them in the front of the book is a feeble reflection of what, in the style of mathe matics treatises and textbooks, I usually call thf didactical inversion: to be fit to print, the way to the result should be the inverse of the order in which it was found; in particular the key definitions, which were the finishing touch to the structure, are put at the front. For many years I have contrasted the didactical inversion with the thought-experiment. It is true that you should not communicate your mathematics to other people in the way it occurred to you, but rather as it could have occurred to you if you had known then what you know now, and as it would occur to the student if his learning process is being guided. This in fact is the gist of the lesson Socrates taught Meno's slave. The thought-experi ment tries to find out how a student could re-invent what he is expected to learn. I said about the preface that it is a feeble reflection of the didactical inversion. Indeed, it is not a constituent part of the book. It can even be torn out. Yet it is useful. Firstly, to the reviewer who then need not read the whole work, and secondly to the author himself, who like the composer gets an opportunity to review the Leitmotivs of the book.
Discusses the kinds of abilities and knowledge that are measured in investigative performance assessment tasks in science. Questions the emphasis placed on the assessment of problem-solving and higher-order skills and calls for a rationale for performance assessment in the dimension of "scientific argumentation." (SLD)
Describes the problems inherent in scoring performance assessment on a large scale, focusing on the Third International Mathematics and Science Study (TIMSS) and scoring for Israeli students. In spite of the weaknesses in the scoring approach, the effort seems to have empowered teachers. (SLD)
Describes the design of the Third International Mathematics and Science Study (TIMSS) and results for Dutch students in grade 8. Presents these results in an international perspective and discusses differences between the results of these Dutch students on the written test (far above the international mean) and in the performance assessment (close to the international mean.) (SLD)