Do Your Students Measure up Metrically?

2001 ◽  
Vol 7 (5) ◽  
pp. 282-287
Author(s):  
P. Mark Taylor ◽  
Ken Simms ◽  
Ok-Kyeong Kim ◽  
Robert E. Reys
Keyword(s):  
Science Study ◽  
The Third ◽  
Mathematics And Science

How are the results of the Third International Mathematics and Science Study (TIMSS) connected with your classroom? How would your students perform on these questions? How can you help your students perform well on questions like these? Do your students measure up metrically?

Providing Data for Educational Policy in an International Context: The Third International Mathematics and Science Study (TIMSS)

1997 ◽  
Vol 13 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Albert E. Beaton ◽  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
International Perspective ◽  
Current Status ◽  
Informational Needs ◽  
Science Study ◽  
Educational Decisions ◽  
Comparative Performance ◽  
Policy Makers ◽  
International Context ◽  
The Third ◽  
Mathematics And Science

Policy-makers in many nations of the world are involved in educational reforms. In order to make effective educational decisions for the 21st century, policy-makers need information of a wide variety of kinds, for example, comparative performance data and curriculum information from other nations. National assessments can be valuable, but international surveys provide a broader base of information and allow countries to view their current status and planning within an international perspective. The purpose of this paper is to describe the goals of the Third International Mathematics and Science Study and the steps being followed to insure that the results from the study will meet the diverse informational needs of policy-makers.

Extending a (TIMSS) Japanese Lesson Using Trigonometry

1999 ◽  
Vol 92 (3) ◽  
pp. 189-191
Author(s):  
David L. Pagni ◽  
Harris S. Shultz
Keyword(s):  
Challenging Problem ◽  
Science Study ◽  
The Third ◽  
Mathematics And Science

One of the Japanese mathematics lessons reported in the Third International Mathematics and Science Study (TIMSS) involves the concept of the area of a triangle. On the first day, students explore the area of triangles obtained by using the same base but translating the vertex opposite the base along a path parallel to the base, thus keeping the height constant. The next day the students are reminded of that property and are given a challenging problem that applies the property.

Three's the Charm

1997 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Mari Muri ◽  
Judi Zawojewski
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
Poor Performance ◽  
Science Study ◽  
School Students ◽  
National Assessment ◽  
The Third ◽  
School Classroom ◽  
Mathematics And Science

The editorial panel is pleased to (welcome readers to volume 3 of Mathematics Teaching in the Middle School. Good things come in threes, and the journal is no exception. Three noteworthy events will characterize volume 3. The first is a special March-April 1998 issue with a focus on geometry. We chose this topic because it has traditionally been an area of poor performance by middle school students, as indicated by the results of the National Assessment of Educational Progress and the Third International Mathematics and Science Study. Yet geometry has the potential for creating exciting opportunities for “doing” mathematics in the middle school classroom. Further, with the increased availability of technology-based geometry tools, students' experiences with the topic can be enhanced through dynamic aud sophisticated investigations.

Teach Time's News from the Net: Third International Mathematics and Science Study

1997 ◽  
Vol 4 (2) ◽  
pp. 98
Author(s):  
Beth Lazerick
Keyword(s):  
Science Study ◽  
The Third ◽  
Mathematics And Science

The Third International Mathematics and Science Study (TIMSS) offers teachers a comprehensive look at its work at this site.

scholarly journals Consistency of Findings Across International Surveys of Math & Science

2000 ◽  
Vol 8 ◽  
pp. 43 ◽  
Author(s):  
Michael O'Leary et al ◽  
Thomas Kellaghan ◽  
George Madaus ◽  
Albert Beaton
Keyword(s):  
Science Achievement ◽  
Effect Sizes ◽  
Educational Progress ◽  
Science Study ◽  
The Third ◽  
International Assessment ◽  
Mean Differences ◽  
Mathematics And Science ◽  
Second International

The investigation reported in here was prompted by discrepancies between the performance of Irish students on two international tests of science achievement: the Second International Assessment of Educational Progress (IAEP2) administered in 1991 and the Third International Mathematics and Science Study (TIMSS) administered in 1995. While average science achievement for Irish 13-year-olds was reported to be at the low end of the distribution representing the 20 participating countries in IAEP2, it was around the middle of the distribution representing the 40 or so countries that participated in TIMSS at grades 7 and 8. An examination of the effect sizes associated with mean differences in performance on IAEP2 and TIMSS indicated that the largest differences are associated with the performance of students in France, Ireland and Switzerland. Five hypotheses are proposed to account for the differences.

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