أثر برنامج تدريبي لمعلمي الرياضيات مستند إلى توجهات الدراسة الدولية في الرياضيات و العلوم TIMSS في قدرة طلبتهم على المعرفة الرياضية و التطبيق و الاستدلال الرياضي = The Effect of Training Program for Math Teachers Based on International Trends in Math and Science Study TIMSS on Their Students' Math Knowledge , Application and Reasoning

2015 ◽  
Vol 42 (3) ◽  
pp. 1115-1135
Author(s):  
مصطفى الغرابلي ◽  
عدنان العابد
Keyword(s):  
Training Program ◽  
Science Study ◽  
Knowledge Application ◽  
Math Teachers ◽  
International Trends ◽  
Math And Science

scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

scholarly journals The effectiveness of using interactive mathematics software "GeoGebra and Microsoft Math" on maths’ teachers and their attitudes toward it: فاعلية برنامج تدريبي في تنمية مهارات استخدام برمجيات الرياضيات التفاعلية " برمجية جيوجبرا GeoGebra ومايكروسوفت ماث Microsoft Math" في التدريس والاتجاه نحوها لدى معلمات الرياضيات

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Abeer Suliman Majed Hussein
Keyword(s):  
Training Program ◽  
Cognitive Achievement ◽  
Gain Ratio ◽  
Math Teachers ◽  
Experimental Group ◽  
Mathematics Software

The study aims to investigate the effectiveness of using interactive mathematics software "GeoGebra and Microsoft Math" on maths’ teachers and their attitudes toward it. Semi-experimental group-based, was used to measure the effectiveness of the program. To achieve the objective of the study, a training program has been prepared, and a test of cognitive achievement, an observation sheet, and the scale of attitudes. The instruments have been applied before the start of the training program on a sample of (107) Math teachers in Medina. After implementing the program, the tools were applied once more again. The findings revealed that there was a statistically significant effect for the program on the participants' cognitive, and their attitude towards it. Furthermore, the training program proved its effectiveness on the three aspects (cognitive achievement, an observation sheet, and the scale of attitudes) according to Blake’s modified gain ratio.

scholarly journals Analysis of Students' Mathematical Literacy Ability in Algebraic Concepts Based on Trends in International Mathematics and Science Study (TIMSS) Problems

2021 ◽  
Vol 21 ◽  
pp. 381-392
Author(s):  
Erimson Siregar ◽  
Sugeng Sutiarso ◽  
Zulhiyandi Yusuf
Keyword(s):  
Average Score ◽  
Mathematical Literacy ◽  
Science Study ◽  
Knowledge Application ◽  
Analysis Technique ◽  
Class Viii ◽  
Literacy Ability ◽  
Algebraic Concepts ◽  
Algebraic Concept ◽  
Mathematics And Science

This research uses descriptive qualitative. The aim is to examine students' mathematical literacy abilities and types of errors made by students of MTs Mathla’ul Anwar Kedondong in solving algebraic concept questions that were first accessed from TIMSS. The subjects of this study were all students of class VIII-A MTs Mathla’ul Anwar Kedondong, which had 30 students. The data was collected using tests and interviews. All student answers in the analysis of mathematical errors are based on empathy for students' mathematical literacy abilities, namely aspects of knowledge, application, and communication. Furthermore, for further analysis of the students 'mathematical errors, 2 students with the lowest scores were selected, representing the mathematical errors of all students based on the four aspects of the students' mathematical literacy abilities for interviews. The data analysis technique is by reducing data, presenting data, and drawing conclusions. The results of the analysis of the data collected, the mathematical literacy ability of students included in the medium category with an average score of 62.38 scores on a scale of 100. Based on the analysis of the mathematical literacy scheme capability mentioned, students can request solutions according to their needs and sufficient good at solving problems on the criminal aspect. However, judging from the mathematical mistakes made by students, students who made mistakes did not review the answers in solving the problems. This causes the problem solving is not correct.

scholarly journals Train as a Math Teacher: Creative and Proactive Process of Professional Development

2021 ◽  
pp. 241-255
Author(s):  
José Villella ◽  
Gema Fioriti ◽  
Rosa Ferragina ◽  
Fernando Bifano ◽  
Leonardo Lupinacci ◽  
...  
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Teaching Mathematics ◽  
Specialized Knowledge ◽  
Math Teachers ◽  
Professional Development Training ◽  
Teaching Situations ◽  
Practice Of Teaching ◽  
Math Teacher

In this article we share a study on a professional development training program for math teachers. It is presented as innovative as it focuses on the reflection on the practice of teaching through the raising and solution of professional problems. We define professional problems, such as those teaching situations to which the teacher seeks solutions. We demonstrate with excerpts from working sessions that these solutions are nourished by the reflection on the practice they are trying to modify. They are, as a whole, indicators of specialized knowledge that characterize a professional of teaching mathematics.

Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect

2021 ◽  
pp. 0013189X2098617
Author(s):  
Phil Parker ◽  
Theresa Dicke ◽  
Jiesi Guo ◽  
Geetanjali Basarkod ◽  
Herb Marsh
Keyword(s):  
System Design ◽  
School System ◽  
Self Concept ◽  
Science Study ◽  
Psychological Literature ◽  
Country Level ◽  
Math And Science ◽  
Negative Effect

Understanding how children’s broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification—the degree to which children of similar levels of ability are schooled together—influences a child’s academic self-concept. This is because countries with more ability stratification should have larger Big-Fish-Little-Pond Effects (the negative effect of school average achievement on academic self-concept). We used four cycles of the Trends in International Math and Science Study to test the hypothesis that more country-level ability stratification is associated with larger country-level Big-Fish-Little-Pond Effects for math self-concept. Findings strongly support this hypothesis. Our findings have implications for school system design and policy.

scholarly journals An Entrepreneurship Venture for Training K–12 Teachers to Use Engineering as a Context for Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 54
Author(s):  
Anant Kukreti ◽  
Jack Broering
Keyword(s):  
Student Learning ◽  
Training Program ◽  
Scale Up ◽  
Educational Innovation ◽  
Success Rates ◽  
Student Centered ◽  
Business Model Canvas ◽  
Challenge Based Learning ◽  
Math And Science ◽  
K 12

In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K–12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering design process (EDP), teaching pedagogies to transform their classrooms into student-centered, hands-on learning environments, while also assisting students to improve their evaluation scores related to science, math, and engineering instruction. CEEMS teachers acquired the necessary skills through coursework, professional development (PD) workshops, and longitudinal professional guidance provided by assigned coaches over a period of two years to become proficient in developing CBL–EDP curriculum, teaching it, and assessing student learning and reflecting after teaching. The authors have documented how they used customer market research conducted during the I-Corps L training to define their minimum viable product (MVP) to duplicate the successful CEEMS methodology through a condensed (≤16 week) self-paced, completely online training program with virtual coaching support. The authors also describe the process they used to move forward very quickly from an MVP to a more complete product offering, its branding, the process of trademarking it, and finally licensing it to an established non-profit organization (NPO) for future marketing. Details of the whole experience are presented with the hope that it will serve as a useful guide for other venture creators.

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