Why Singaporean 8th Grade Students Gain Highest Mathematics Ranking in TIMSS (1999-2011)

Lessani, Abdolreza; Yunus, Aida Suraya Md.; Tarmiz, Rohani Ahmad; Mahmud, Rozi

doi:10.5539/ies.v7n11p173

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…The language has become a problem that they face while planning the curriculum (Gopinathan, 2002). Also, there is an issue with the different abilities of the students and that develop three courses in secondary; Special/Express, Normal (Academic) and Normal (Technical) (Lessani, Yunus, Tarmiz, & Mahmud, 2014). In 1997, it was the start of developing creativity in schools (Gopinathan, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Curriculum Change on TIMSS Achievement in Bahrain

Mutawah¹,

Thomas²,

Alghazo³

et al. 2020

IES

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The Trends in International Mathematics and Science Study (TIMSS) is one of the most influential assessments of student achievement conducted at regular interval every four years. It provides reliable data about the mathematics and science achievement of students in grade 4 and grade 8, as well as data that informs instruction, curriculum development and teaching-learning process. Curriculum related factors are among the most prominent elements that affect TIMSS results. This study explores the impact of recent revisions in the school mathematics curriculum implemented by the Ministry of Education in Bahrain (The Bahrain Numeracy Strategy) on the TIMSS achievement results. The analysis focuses on the three cognitive domains (Knowing, Applying & Reasoning) as well as the three content domains (Number, Geometric Shapes and Measurement & Data Analysis) among fourth grade students. A thorough review of the curriculum and structured interviews and reflections with in-service teachers who witnessed a prominent change in the outcome revealed that Bahraini students’ scores improved in all three content domains while comparing 2011 and 2015. The possible explanations and reasons for those changes in achievement are further discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Effect of Curriculum Change on TIMSS Achievement in Bahrain

Mutawah¹,

Thomas²,

Alghazo³

et al. 2020

IES

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“…565-569). If this is the case, it is understandable that certain researchers are interested in analysing the differences between textbooks from different countries as a way to investigate the curriculum as (potentially) implemented in those countries (e.g., Erbas, Alacaci & Bulut, 2012;Lessani, Yunus, Tarmiz & Mahmud, 2014;Mayer et al, 1995).…”

Section: Word Problem Solving In Mathematics Textbooksmentioning

confidence: 99%

Word problem solving approaches in mathematics textbooks: a comparison between Singapore and Spain

2019

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Singaporean children are the best performers on international achievement tests in mathematics (i.e., the TIMSS).Their excellent results could be due at least partly to certain characteristics of the textbooks used there (Oates, 2014). Therefore, these materials could be taken as a good benchmark to describe and evaluate aspects of the textbooks of other regions that could be improved. For this reason, the word problem-solving approaches proposed by primary education math textbooks from Spain were compared with those from Singapore based on the presence of the problem-solving steps that are most characteristic of a genuine word problem-solving approach. The results show that the Singaporean textbook include much more reasoning than the Spanish textbooks, while they include fewer problem-solving steps related to strategies and checking. We conclude that Singaporean textbook provide better scaffolding for high-quality learning of word problem solving than Spanish textbooks.

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“…In Indonesia, remodeling textbooks to make them more appropriate and meet the applicable standards is one way to upgrade the education quality. Furthermore, Lessani, Yunus, Tarmiz, and Mahmud (2014) stated that students' knowledge and competence should be compared to other students from different countries to evaluate their performance and improve their achievement in science and mathematics at various levels of education. On the other hand, Mailizar, Alafaleq, & Fan (2014) revealed that to improve the quality of student learning in any education system, the government has to pay attention to the curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…Most of the current textbook analysis research focused on the textbook's content, structure, and expectation (O'Keeffe & O'Donoghue, 2015). Lessani et al (2014) Other research focused on particular mathematics topics, for example, the concept of proportion (Dole & Shield, 2008) and the concept of function (Mesa, 2004). Lianghuo Fan, Mailizar, Alafaleq, and Wang (2018) also presented a comparative analysis of textbook content, focusing on how geometric proofs are conveyed in secondary school mathematics textbooks in China, Indonesia, and Saudi Arabia.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematics Problems in the 2013 Curriculum and Cambridge Curriculum Mathematics Textbooks

Iskandar

Raditya

Pradipta

2021

KJPM

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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.

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Why Singaporean 8th Grade Students Gain Highest Mathematics Ranking in TIMSS (1999-2011)

Abstract: The international comparison of students' mathematics knowledge and competencies is an effective method of evaluating students' mathematics performance and developing policies

Cited by 6 publications

References 6 publications

Effect of Curriculum Change on TIMSS Achievement in Bahrain

Effect of Curriculum Change on TIMSS Achievement in Bahrain

Word problem solving approaches in mathematics textbooks: a comparison between Singapore and Spain

Analysis of Mathematics Problems in the 2013 Curriculum and Cambridge Curriculum Mathematics Textbooks

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