第三届国际数学及科学研究结果对华人地区数学课程改革的启示

第三届国际数学及科学研究是一项由国际教育成就评价协会主办,有四十多个国家和地区参加的长期追踪研究,这项研究由纸笔测试和录像研究两部分组成.这项研究对华人地区课程改革的启示有:虽然华人地区数学教育遭受各种批评,但从研究结果看,华人地区的数学教育并不差;我们应该仔细讨论TIMSS测试本身,分析它是否符合我们的数学教育目标;虽然华人学生相对负面的数学学习态度似乎没有影响学生的数学成绩,但是负面态度本身应该引起我们的关注.     

The Third International Mathematics and Science Study (TIMSS): A brief introduction

Summary TIMSS promises to be the educational study of the 1990s, yielding valuable data not only for curriculum developers, mathematics and science educators, and educational researchers, but also for policy-makers, and those charged with the responsibility of resource allocation. In a complex undertaking such as TIMSS the challenges are many, but the potential of such international efforts are of an equal scale.     

Major survey design issues for the IEA Third International Mathematics and Science Study

He has been involved in international comparative studies of education since 1971. His current research is focused on integrating frameworks for the assessment of learning, ability and performance. He recently completed (with T. N. Postlethwaite) a volume reporting findings of the second science study of the International Association for the Evaluation of Educational Achievement (IEA).     

Stability of Country Rankings Across Item Formats in the Third International Mathematics and Science Study

Multiple‐choice, short‐answer, and extended‐response item formats were used in the Third International Mathematics and Science Study to assess student achievement in mathematics and science at Grades 7 and 8 in more than 40 countries around the world. Data pertaining to science indicate that the standings of some countries relative to others change when performance is measured via the different item formats. The question addressed in the present article is the following: Can the instability of ranks in this case be attributed principally to item format, or are other important factors at work? It is argued that the findings provide further evidence that comparing student achievement across countries is a very complex undertaking indeed.     

History,Philosophy and Sociology of Science in Science Education: Results from the Third International Mathematics and Science Study

Throughout the history of enhancing the publicscientific literacy, researchers have postulated thatsince every citizen is expected to have informalopinions on the relationships among government,education, and issues of scientific research anddevelopment, it is imperative that appreciation of thepast complexities of science and society and thenature of scientific knowledge be a part of theeducation of both scientists and non-scientists. HPSSinclusion has been found to be an effective way toreach the goal of enhancing science literacy for allcitizens. Although reports stated that HPSS inclusionis not a new educational practice in other part of theworld, nevertheless, no large scale study has everbeen attempted to report the HPSS educationalconditions around the world. This study utilizes therich data collected by TIMSS to unveil the currentconditions of HPSS in the science education of aboutforty TIMSS countries. Based on the analysis results,recommendations to science educators of the world areprovided.     

International Comparative Studies of Science Achievement from the Time Perspective: The Third International Mathematics and Science Study versus the International Assessment of Educational Progress

The key question in international comparative studies of educational achievement is whether results can be trusted. The answer is unknown unless what is measured at one point in time can be compared with measurement at some other point in time. Results from the Third International Mathematics and Science Study (TIMSS) in Slovenia can fortunately be compared with results from the International Assessment of Educational Progress (IAEP) collected in 1991. Although TIMSS sampling was grade-based and IAEP sampling was age-based, allowing for differences in sampling shows that Slovene children, as well as those from all other compared countries performed approximately at the same level at both points in time. Age-based comparison placed Slovenia's 13-year-olds much lower on the international rankings list than the TIMSS grade-based comparison. But taking samples based on age and comparing only 13-year-olds in both samples shows very little difference in the results of these two studies. Furthermore, achievement varies very similarly in both studies with variables such as time used for school at home, time spent watching television and the disposal of study aids. Despite the different approach used in each study, comparison of achievement between TIMSS and IAEP reveals exceptional similarity.     

Accounting for Variation in Science and Mathematics Achievement: A Multilevel Analysis of Australian Data Third International Mathematics and Science Study (Timss)

One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance.     

What does Kuwait want to learn from the Third International Mathematics and Science Study (TIMSS)?

His particular academic interests are in mathematics teaching and curriculum development. Author of a series of mathematics textbooks with teachers' guides.     

第三次国际数学和科学研究的科学探究能力评价体系及其启示

本文主要介绍第三次国际数学和科学研究的科学探究能力评价体系,并讨论其对我国科学探究能力评价的借鉴意义。     

中学生自然科学学习自信:一个国际比较研究

本研究采用整群抽样的方法抽取上海的15岁在校学生1,005人,采用PISA问卷中的一部分问题调查.并将之与从PISA官方网上获取的港澳台的数据结合后再与美国、英国和日本(美洲、欧洲和亚洲各一个国家)数据作分析比较,研究结果发现我国中学生在自然科学学习的三个方面的学习自信都比英国和美国低,但比日本稍高.各国中学生自然科学学习自信都存在着极其显著的性别差异,家庭教育条件与15岁中学生自然科学学习自信有着较高的相关.     

IEA国际科学教育研究中的实作评量

本文从概念框架、作业形式和评分系统三个方面对IEA国际科学教育研究中的实作评量进行了综述,从而探讨国际科学教育评价中实作评量的发展趋势.     

The Utility of Multiple Raters and Tasks in Science Performance Assessments

Concern about the education system has increasingly focused on achievement outcomes and the role of assessment in school performance. Our research with fifth and eighth graders in California explored several issues regarding student performance and rater reliability on hands-on tasks that were administered as part of a field test of a statewide assessment program in science. This research found that raters can produce reliable scores for hands-on tests of science performance. However, the reliability of performance test scores per hour of testing time is quite low relative to multiple-choice tests. Reliability can be improved substantially by adding more tasks (and testing time). Using more than one rater per task produces only a very small improvement in the reliability of a student's total score across tasks. These results were consistent across both grade levels, and they echo the findings of past research.     

Achievements in Mathematics and Science in an International Context

Starting from educational aims that emphasise tolerance and understanding, the focus of this article is to analyse how difference is constructed in students’ informal relations, by enactments of bullying and sex-based and racist harassment. The article also discusses how young people themselves and teachers reflect on these kinds of processes. These questions are explored using data obtained from different perspectives: 1) ethnographic observations in secondary school classes of 7th graders; 2) interviews of the students in these classes (about 13 years of age); 3) interviews of the teachers that taught these classes; and 4) follow-up interviews of the same young people at the age around 18. The findings suggest that students’ individual diversities are sometimes constructed to “different-ness” in everyday life at school. “Different-ness” might be used as a reason for bullying, racism, or sex-based harassment. In schools this is not effectively addressed by teachers.     

Attitudinal and motivational variables related to mathematics achievement in Jordan: findings from the Third International Mathematics and Science Study (TIMSS)

The purpose of the present study was to examine the effects of student-related variables on achievement in mathematics. The sample consisted of 3736 13-year-old Jordanian 8th-graders who participated in the Third International Mathematics and Science Study (TIMSS). The participants completed a student questionnaire and participated in the mathematics test. Of the matrix of affective variables reported to lead to the variation in mathematics achievement were educational aspiration, attitude, success attribution, confidence in ability and perception of importance of mathematics. A structural equation model was used to estimate and test the hypothesized relationships of the factors with achievement in mathematics. Results from this study indicate that four attitudinal and motivational variables had strong positive total and direct effects; and two variables had negative total and direct effects on mathematics achievement. Recommendations for future research were suggested.     

第三届国际数学教材研究与发展会议综述

2019年第三届国际数学教材研究与发展会议主要包括教材的研究理论、教材的开发、教材内容的呈现方式、教材的发展、教材的比较、数字教材等主题。通过对会议论文及会议发言的梳理,可以归纳出国际数学教材研究的最新观点、成果与方向,并为中国数学教材研究提供一定的借鉴。     

提高来华留学生学习"高等数学"课程兴趣的措施

为了提高来华留学生对"高等数学"课程的学习兴趣及学习效果,该文首先分析了学生个体兴趣对提高教学质量的重要性及网络教学的特点,然后基于雨课堂提供的功能,以增强学生学习兴趣、提高教学效果为目的,介绍了在"高等数学"课程网络教学中的一些措施:推送资料,补齐基础;在线检测,把握预习和复习的质量;在线考试,改革课程评价方法.实际教学的结果和学生的反应表明所采用的措施是有效的.     

专科学生数学概括能力现状研究

概括能力是数学能力的核心,该研究试图通过调查考查专科生线性代数学习过程中的数学概括能力现状。结果表明,学生的概括能力还很薄弱。这一结果需引起中学数学教育工作者的重视,同时高校数学教师也应继续关注学生概括能力的提高。