Mathematics Teachers’ Perceptions of Trends in International Mathematics and Science Study (TIMSS)-Related Practices in Abu Dhabi Emirate Schools

Abstract

Mathematics teachers’ perceptions and awareness of different kinds of assessments (e.g., diagnostic, formative, and summative assessments) may affect their classroom practices. In this context, the current study explored mathematics teachers’ perceptions and self-reported practices teaching mathematics for Trends of International Mathematics and Science Study (TIMSS) in Abu Dhabi schools in the United Arab Emirates. A teacher perception questionnaire was designed, then was administered to 522 mathematics teachers in Abu Dhabi schools in the academic year 2020–2021. A One-Sample t-test, Independent Sample t-test, and ANOVA tests were performed for the four-component variables of teacher perceptions, namely, teachers’ perceptions of TIMSS, their instructional practices in relation to TIMSS, the readiness of students for TIMSS, and the school and classroom environment for TIMSS. The results showed no statistically significant difference between male and female teachers in mathematics teaching practices with a focus on TIMSS or their perceptions of student readiness for TIMSS; however, there were differences in their perceptions of the school and classroom environment that were statistically significantly. In addition, there was no statistically significant difference between public and private schools in the practice of mathematics teachers for TIMSS, while the difference was statistically significant on views regarding student readiness for the TIMSS as well as on the school and classroom environment. The findings of the present study have both pedagogical and policy implications, which are discussed at the end of this paper.

The Influence of School Factors on Students’ Mathematics Achievements in Trends in International Mathematics and Science Study (TIMSS) in Abu Dhabi Emirate Schools

“…Most of them are attracted to it by using their iPad, cell phone, or laptops, and they always remain in contact with some form of it. Applying technology in teaching to intensify students' yearning to study and comprehend mathematics indeed nourishes their cravings to remain in close contact with technology, which positively affects their learning and performance in standardized tests [38,39].…”

“…The five factors related to school and classroom environment, together with leadership quality of school principals, seem to have a significant role in students' achievement in mathematics in TIMSS 2015, and possibly other years too. While considering school planning and educational polies, other factors such as mathematics teachers' perceptions of TIMSS [39], and interdisciplinary approaches to collaboration, communication, and creative educational practices could be enhanced, with greater prospects, decentralized priorities, and STEM/STEAM movement as a process [67] to improve students' achievement in mathematics and science in TIMSS, PISA, and PIRLS. Therefore, these five school factors should be studied in conjunction with other factors related to teachers, students, parents, and interdisciplinary activities.…”

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

“…A maximum score of 10 points could be achieved: the higher the student's score, the higher his or her mathematics achievement. Recent studies refer to a reliability of .93 Cronbach's alpha for the instrument (Vesić et al, 2021;Wardat et al, 2022).…”

The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers

“…One of the roles of the teacher in the educational field is to develop students who will emerge as contributing members of a generation capable of dealing with the challenges of the time (Iivari & Ventä, 2020). This can be achieved by equipping students with multiple and diverse mental habits that will help discover sound solutions using skills and the ability to think, analyze, and use prior knowledge to deal with exciting problems and find appropriate solutions (Wardat et al, 2022;Zaytoun, 2004) .…”

“…Using mathematical reasoning skills enables students to solve out-of-the-ordinary situations related to sports and life situations in general. This, in turn, requires advanced knowledge and skills rather than knowledge and skills when dealing with more mundane, problems, and issues (Wardat et al, 2022). Al-Sankari (2003) refers to the advantages of inferential thinking when the transition is made from the known to the unknown.…”