Author/Authors
Güner, Necdet Pamukkale Üniversitesi - Mühendislik Fakültesi - Bilgisayar Mühendisliği Bölümü, Turkey , Sezer, Renan Ankara Üniversitesi - Eğitim Bilimleri Fakültesi - İlköğretim Bölümü, Sınıf Öğretmenliği ABD, Turkey , İspir, Oylum Akkuş Hacettepe Üniversitesi - Eğitim Fakültesi - İlköğretim Bölümü, İlköğretim Matematik Eğitimi ABD, Turkey
Title Of Article
Middle School Mathematics Teachers’ Perspective on TIMSS
شماره ركورد
24387
Abstract
A survey research design was utilized and conducted on 200 of the 250 middle school mathematics teachers whose students would represent Turkey in TIMSS 2011. Data revealed that statistically meaningful differences exist between the mathematics success expected on application-, reasoning-level questions and school’s residential location. This difference was in favor of students in larger settlements. Statistically meaningful differences also exist between expected success on application-, reasoning-level questions and the experience of teachers. This difference is in favor of students having more experienced teachers. 76.5% of the teachers consider textbooks unsatisfactory/partially unsatisfactory in preparing students for TIMSS. 75.5% of the teachers claimed to use constructivist pedagogy; however, 65% do one or fewer activities per week, using the textbook. To elevate Turkey’s ranking in TIMSS, teachers recommend cutting down on the topics in mathematics program, increasing question variety in the textbooks. Teachers indicate a need for in-service workshops focusing on the ability to motivate students and write questions promoting higherlevel thinking skills.
From Page
11
NaturalLanguageKeyword
TIMSS , elementary mathematics teachers , mathematics curriculum , mathematics achievement , mathematics textbooks.
JournalTitle
pamukkale university journal of education
To Page
29
JournalTitle
pamukkale university journal of education
Link To Document