# Presentation: 725536

## TIMSSTrends in International Mathematics and Science Study

- U.S. Department of Education
- National Math Panel Meeting
- Stanford, California
- November 5-6, 2006

## The Message from TIMSS 1995

- U.S. mathematics performance - mediocre from an international perspective
- Just about average on the TIMSS mathematics scale
- TIMSS mathematics scale developed in 1995 (average 500, standard deviation 100)
- U.S. mathematics performance, in relation to scale average, lower and lower with each grade assessed
- Fourth, Eighth, Twelfth

## TIMSS 1995 Achievement Results 

- Fourth Grade
- Above average (518 compared to 500 average)
- Well behind Singapore (590)
- Eighth Grade
- Almost average (492)
- Further behind Singapore (609)
- Twelfth Grade
- Mathematics Literacy – below average (461)
- Advanced Mathematics – Also below average (442)

## The Message from TIMSS 1999

- Hypothesis:
- Argued that recent reforms in education had their greatest impact at the earlier grades
- Second TIMSS would show better results for eighth grade in 1999 than in 1995
- Eighth Grade in 1999 – still about average (502)
- Little sign of expected improvement
- The 1995 fourth graders as eighth graders in 1999 lost ground, relatively speaking, from above average to about average

## The Message from TIMSS 2003

- Eighth Grade
- Still just about average (504)
- However, gradual improvement from 1995 to 2003 (492 to 504)
- Fourth Grade
- Holding steady from 1995 to 2003 (518 and 518)
- Asian countries top performers
- e.g., Singapore 605 at eighth grade, 594 at fourth grade

## The TIMSS Advanced International Benchmark (625)

**What eighth-grade students reaching this level can do**
- Apply algebraic concepts and relationships to solve problems
- Solve simultaneous linear equations
- Model simple situations algebraically
- Apply measurement and geometry in complex problem situations

## The TIMSS Advanced International Benchmark (625)

- 	Percentage of eighth-grade students reaching the advanced benchmark in 2003
- 	Singapore 		44%
- 	Chinese Taipei 		38%
- 	Korea, Rep. of		35%
- 	Hong Kong SAR 	35%
- 	Japan 			24%
- 	United States 		  7%

## Why Do so Many Students in the Asian Countries Learn Algebra by the Eighth Grade?

- More country resources?
- Japan and United States similar and highest among TIMSS 2003 participants (about US$35,000)
- Singapore and Hong Kong SAR are about in mid-range (US$20,000 to 25,000)
- Korea and Chinese Taipei have comparatively modest per capita GNI (about US$10,000)
- Actually, the United States is an underachiever

## National Curriculum and Exams?

- 	Countries’ reports on having a national curriculum and high-stakes examinations
- 				     Curriculum  Exams
- 	Singapore 		  Yes		Yes
- 	Chinese Taipei 		  Yes		Yes
- 	Korea, Rep. of		  Yes		Yes
- 	Hong Kong SAR 	  Yes		Yes
- 	Japan 			  Yes 		Yes
- 	United States 	             No		 No

## Intended Curriculum?

- 	Percentage of TIMSS algebra topics intended  to be taught by eighth-grade
- 	Singapore 		100%
- 	Chinese Taipei 		  67%
- 	Korea, Rep. of		  83%
- 	Hong Kong SAR 	  50%
- 	Japan 			100%
- 	United States 		  83%

## Curriculum Taught?

- 	Percentage of eighth-grade students taught the TIMSS algebra topics
- 	Singapore 		89%
- 	Chinese Taipei 		89%
- 	Korea, Rep. of		87%
- 	Hong Kong SAR 	66%
- 	Japan 			92%
- 	United States 		80%

## Teacher Preparation?

- 	Percentage of eighth-grade students taught by teachers with mathematics as a major area of study
- 	Singapore 		86%
- 	Chinese Taipei 		80%
- 	Korea, Rep. of		37%
- 	Hong Kong SAR 	63%
- 	Japan 			81%
- 	United States 		48%

## Readiness to Teach Algebra?

- 	Percentage of eighth-grade students taught by teachers feeling ready to teach algebra
- 	Singapore 		  98%
- 	Chinese Taipei 		100%
- 	Korea, Rep. of		  99%
- 	Hong Kong SAR 	  99%
- 	Japan 			  97%
- 	United States 		  99%

## School Attendance?

- 	Percentage of eighth-grade students in schools where principals report good attendance
- 	Singapore 		  41%
- 	Chinese Taipei 		  51%
- 	Korea, Rep. of		  51%
- 	Hong Kong SAR 	  27%
- 	Japan 			  12%
- 	United States 		  18%

## Class Time Devoted to Algebra and Geometry?

- 	Teachers’ reports of percentage of time spent at eighth grade
- 				      Algebra  Geometry
- 	Singapore 		  34%		21%
- 	Chinese Taipei 		  35%		38%
- 	Korea, Rep. of		  27%		26%
- 	Hong Kong SAR 	  32%		28%
- 	Japan 			  31%		34%
- 	United States 		  41%		15%

## Calculator Use?

- 	Percentage of eighth-grade students taught by teachers **NOT** permitting calculators
- 	Singapore 		    0%
- 	Chinese Taipei 		  34%
- 	Korea, Rep. of		  35%
- 	Hong Kong SAR 	    2%
- 	Japan 			  37%
- 	United States 		    6%

## Teacher Time Spent Lecturing?

- 	Teachers’ reports of percentage of time spent lecturing in a typical week at eighth grade
- 	Singapore 		  27%
- 	Chinese Taipei 		  42%
- 	Korea, Rep. of		  30%
- 	Hong Kong SAR 	  36%
- 	Japan 			  27%
- 	United States 		  18%

## TIMSSTrends in International Mathematics and Science Study

- U.S. Department of Education
- National Math Panel Meeting
- Stanford, California
- November 5-6, 2006