scholarly journals An Investigation of Tasks in the Mathematics Textbooks and Objectives in Mathematics Curriculum from 4th to 8th Grade Related with Data Content Domain According to TIMSS 2019 Cognitive Domains

2021 ◽  
Vol 50 (2) ◽  
pp. 1397-1436
Author(s):  
Nadide YILMAZ ◽  
Zeynep AY ◽  
Şeyda AYDIN
Keyword(s):  
Mathematics Curriculum ◽  
Mathematics Textbooks ◽  
Cognitive Domains ◽  
Content Domain ◽  
8Th Grade ◽  
Data Content

scholarly journals ТЕОРИЈE РАЗВОЈA ГЕОМЕТРИЈСКОГ МИШЉЕЊА ПРЕМА ВАН ХИЛУ, ФИШБАЈНУ И УДЕМОН-КУЗНИАКУ

TEME ◽  
2017 ◽  
pp. 623 ◽  
Author(s):  
Оливера Ђокић ◽  
Маријана Зељић
Keyword(s):  
Theoretical Analysis ◽  
Mathematics Curriculum ◽  
Theoretical Framework ◽  
Geometric Object ◽  
Geometric Reasoning ◽  
Theoretical Frameworks ◽  
Teaching Geometry ◽  
Content Domain ◽  
Geometric Objects ◽  
Development Of Students

This research is a pedagogical study of theoretical frameworks of development of students’ geometrical thinking in various forms, particularly students’ geometric reasoning in teaching geometry: 1) model of van Hieles’ levels of understanding of geometry, 2) theory of figural concepts of Fischbein and 3) paradigms of Houdement-Kuzniak development of geometrical thinking. The aim of our research was to analyze the three theoretical framework and explain the reasons for their choice and expose them in terms of finding opportunities to permeate and connect them into one complete theory. The study used a descriptive-analytical and analytical-critical method of theoretical analysis. The results show that from each of the three theoretical frameworks we can clearly notice and distinguish geometric objects, as the students do not see them. They see them blended and structured in a series of procedures, and for that very reason we can say that they are poorly linked. We also opened questions for further research of geometric object as an important element for content domain geometry within mathematics curriculum.

scholarly journals ANALISIS ISI BUKU MATEMATIKA KURIKULUM 2013 SMP KELAS VIII SEMESTER 1 BERDASARKAN TAKSONOMI TIMSS

2020 ◽  
Vol 31 (2) ◽  
pp. 9-20
Author(s):  
Yuyun Evi Mawarni
Keyword(s):  
Content Analysis ◽  
Mathematics Curriculum ◽  
Cognitive Domain ◽  
Cognitive Dimension ◽  
Analysis Study ◽  
Cognitive Reasoning ◽  
Content Domain ◽  
Class Viii ◽  
Practice Questions ◽  
Cognitive Dimensions

The purpose of this research was to determine the composition of the material and practice questions in the mathematics curriculum guide 2013 junior class VIII Semester 1 in terms of content and cognitive domain taxonomy based on TIMSS. This study was a content analysis study (content analysis). The results showed that the analysis of the presentation of the material in terms of the proportion of each content domain, domain algebra occupied the highest proportion with a percentage of 50%, the domain geometry with 33.33% while the percentage of domain data and opportunities with a percentage of 16.67% and there are no material including in the domain of numbers. Judging from the cognitive dimensions, applying knowing domain is (68.42%) and knowing is (21.05%) while the reasoning domain has the 10.53% (the lowest). For analytical presentation of questions in terms of the proportion of each dimension of the content, the material has a percentage of 60.64% algebra, geometry material has persetase 32.13% while the material data and the opportunity have a percentage of 7.23%. From the cognitive dimension to training issues were gained 36 reached the level of cognitive domain knowing 16.98%, 114 reached the level of cognitive domain applying  with 53.77% and 62 about already reached a level of cognitive reasoning domain with  29.25%

scholarly journals Mathematics Curriculum Effects on Student Achievement in California

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841769051 ◽  
Author(s):  
Cory Koedel ◽  
Diyi Li ◽  
Morgan S. Polikoff ◽  
Tenice Hardaway ◽  
Stephani L. Wrabel
Keyword(s):  
Student Achievement ◽  
Marginal Cost ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
The Other ◽  
Elementary Grades ◽  
Mathematics Textbooks ◽  
Positive Effects ◽  
Grade 3 ◽  
Math Test

We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.

Hand Calculators What's Happening in Schools Today?

1980 ◽  
Vol 27 (6) ◽  
pp. 38-43
Author(s):  
Robert E. Reys ◽  
Barbara J. Bestgen ◽  
James F. Rybolt ◽  
J. Wendell Wyatt
Keyword(s):  
Standardized Tests ◽  
Mathematics Curriculum ◽  
Current Status ◽  
Mathematics Textbooks ◽  
Mathematics Program ◽  
Calculator Usage

What's happening with calculators in school's today? Are they being used? If so, by what students? How do teachers feel about using calculators in the mathematics program? Should calculators be used on standardized tests? Should use of calculators be integrated into basal mathematics textbooks? Accurate answers to such questions are essential in assessing the current status of calculator use in schools today and more importantly, preparing for calculator usage in the mathematics curriculum during the 1980s.

scholarly journals Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

2020 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Annis Pertiwi ◽  
Wahidin Wahidin
Keyword(s):  
Cognitive Domain ◽  
Eighth Grade ◽  
Mathematics Textbooks ◽  
Ministry Of Education ◽  
Science Study ◽  
Knowledge Domain ◽  
Mathematics Textbook ◽  
Content Domain ◽  
Descriptive Approach ◽  
Mathematics And Science

Abstract. This study aims to determine the suitability of mathematics textbooks for eighth-grade with Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. This research uses a qualitative research method with a descriptive approach and content analysis techniques. The data of this research are the eighth-grade mathematics textbook. In the textbook analysis, the researcher used three textbooks, namely Penerbit Erlangga, Yudhistira, and the Ministry of Education and Culture (Kemendikbud). The analysis carried out was the analysis of the content domain and knowledge domain based on the TIMSS 2019 Mathematics Framework. The content domain contains numbers, algebra, geometry, and data, and probability. While the knowledge domain contains aspects of understanding, application, and reasoning. In the Penerbit Erlangga book, there are only 2 out of 4 pieces of content contained in TIMSS, while the cognitive domain is 2 out of 3 aspects. Yudhistira book 2 of 4 content contained in TIMSS, while the cognitive domain is 1 of 3 aspects. Kemendikbud’s book is 1 of 4 content domains in TIMSS, while the cognitive domain is 1 of 3 aspects. Therefore the three eighth-grade mathematics textbooks as a whole are still not suitable for the TIMSS 2019 Mathematics Framework.   Abstrak. Penelitian ini bertujuan menentukan kecocokan buku ajar matematika kelas VIII dengan Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif dan teknik analisis isi. Data yang dianalisis adalah buku ajar matematika kelas VIII. Dalam analisis buku ajar, peneliti menggunakan tiga buku ajar yaitu terbitan Erlangga, Yudhistira, dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Analisis dilakukan terhadap content domain dan knowledge domain berdasarkan TIMSS 2019 Mathematics Framework. Content domain terdiri dari bilangan, aljabar, geometri, dan data dan peluang. Sedangkan knowledge domain terdiri dari aspek pemahaman, penerapan dan penalaran. Dalam buku Erlangga, terdapat dua dari 4 content domain, sedangkan cognitive domain hanya 2 dari 3 aspek. Buku Yudhistira memuat 2 dari 4 content domain dan hnaya 1 dari 3 aspek cognitive domain. Pada buku Kemendikbud hanya terdapat 1 dari 4 content domain dan hanya 1 dari 3 aspek cognitive domain. Jadi, tiga buku ajar matematika kelas VIII tersebut secara keseluruhan belum sesuai dengan TIMSS 2019 Mathematics Framework.

scholarly journals Mathematics, curriculum and assessment: The role of taxonomies in the quest for coherence

Pythagoras ◽  
2014 ◽  
Vol 35 (2) ◽  
Author(s):  
Caroline Long ◽  
Tim Dunne ◽  
Hendrik De Kock
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Concept ◽  
Test Results ◽  
Cognitive Domains ◽  
Cognitive Component ◽  
Routine Procedures ◽  
The Relationship

A challenge encountered when monitoring mathematics teaching and learning at high school is that taxonomies such as Bloom’s, and variations of this work, are not entirely adequate for providing meaningful feedback to teachers beyond very general cognitive categories that are difficult to interpret. Challenges of this nature are also encountered in the setting of examinations, where the requirement is to cover a range of skills and cognitive domains. The contestation as to the cognitive level is inevitable as it is necessary to analyse the relationship between the problem and the learners’ background experience. The challenge in the project described in this article was to find descriptive terms that would be meaningful to teachers. The first attempt at providing explicit feedback was to apply the assessment frameworks that include a content component and a cognitive component, namely knowledge, routine procedures, complex procedures and problem solving, currently used in the South African curriculum documents. The second attempt investigated various taxonomies, including those used in international assessments and in mathematics education research, for constructs that teachers of mathematics might find meaningful. The final outcome of this investigation was to apply the dimensions required to understand a mathematical concept proposed by Usiskin (2012): the skills-algorithm, property-proof, use-application and representation-metaphor dimension. A feature of these dimensions is that they are not hierarchical; rather, within each of the dimensions, the mathematical task may demand recall but may also demand the highest level of creativity. For our purpose, we developed a two-way matrix using Usiskin’s dimensions on one axis and a variation of Bloom’s revised taxonomy on the second axis. Our findings are that this two-way matrix provides an alternative to current taxonomies, is more directly applicable to mathematics and provides the necessary coherence required when reporting test results to classroom teachers. In conclusion we discuss the limitations associated with taxonomies for mathematics.

scholarly journals TIMSS 2003 mathematics cognitive domains

2002 ◽  
pp. 96-102 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Mathematics Teachers ◽  
Information Transfer ◽  
Mathematical Tasks ◽  
The Internet ◽  
Factual Knowledge ◽  
Assessment Framework ◽  
Cognitive Domains ◽  
Task Classification ◽  
Content Domain ◽  
Timss 2003

Mathematical tasks can be classified in a number of ways. While Galbraith & Haines (2001), for example, distinguish among mechanical, interpretative and constructive tasks, Smith et at. (1996) divide tasks into the following three categories: (A) factual knowledge, comprehension and routine use of procedures; (B) information transfer and application in new situations; and (C) identifying and interpreting; implications, conjectures and comparisons and evaluation. Having briefly summarized these and some other mathematical tasks classifications, this paper presents and critically examines the TIMSS 2003 mathematics cognitive domains. As a part of the TIMSS 2003 project these cognitive domains - knowing facts and roles, vising concepts, solving routine problems, and reasoning - were operationalized for the content domain of algebra in grade 8 and the paper gives a sample of the developed tasks that are fully available on the Internet (see www.matf.bg.ac.yu/cdjk/drafl2.pdfanA www.matf.bg.ac.yn/cdjk/yu20item.pdf). Through the examination and operationalization of the TIMSS assessment framework several implications for research and professional development of mathematics teachers have been realized. The article presents three of them dealing with an elaborated item classification, its empirical validation and a didactical preparation of teachers including operationalizations of the chosen task classification/taxonomy.

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