Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of 20 countries
This study used a diagnostic testing approach to compare the mathematics achievement of eighth-grade students across a sample of 20 countries, analysing data from the Third International Math and Science Study-Revised (TIMSS-R, 1999). Using the rule-space method, student mastery was measured on 23 s...
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| Veröffentlicht in: | American educational research journal 2004-12, Vol.41 (4), p.901-926 |
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| creator | Tatsuoka, Kikumi K Corter, James E Tatsuoka, Curtis |
| description | This study used a diagnostic testing approach to compare the mathematics achievement of eighth-grade students across a sample of 20 countries, analysing data from the Third International Math and Science Study-Revised (TIMSS-R, 1999). Using the rule-space method, student mastery was measured on 23 specific content knowledge and processing subskills ("attributes") underlying students' item scores, using 23 attributes previously defined and validated. Mean mastery levels for each attribute were compared for the 20 selected countries. Clear differences among the countries were found in patterns of subskill achievement. U.S. students were strong in some content and quantitative reading skills, but weak in others, notably geometry. Interestingly, success in geometry was found to be highly associated with logical reasoning and other important mathematical thinking skills across the sampled countries. (DIPF/Orig.). |
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Using the rule-space method, student mastery was measured on 23 specific content knowledge and processing subskills ("attributes") underlying students' item scores, using 23 attributes previously defined and validated. Mean mastery levels for each attribute were compared for the 20 selected countries. Clear differences among the countries were found in patterns of subskill achievement. U.S. students were strong in some content and quantitative reading skills, but weak in others, notably geometry. Interestingly, success in geometry was found to be highly associated with logical reasoning and other important mathematical thinking skills across the sampled countries. 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Using the rule-space method, student mastery was measured on 23 specific content knowledge and processing subskills ("attributes") underlying students' item scores, using 23 attributes previously defined and validated. Mean mastery levels for each attribute were compared for the 20 selected countries. Clear differences among the countries were found in patterns of subskill achievement. U.S. students were strong in some content and quantitative reading skills, but weak in others, notably geometry. Interestingly, success in geometry was found to be highly associated with logical reasoning and other important mathematical thinking skills across the sampled countries. 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States</subject><subject>Variables</subject><subject>Vergleichsuntersuchung</subject><subject>Wissen</subject><issn>0002-8312</issn><issn>1935-1011</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><recordid>eNp9UE1PHCEYJk1NXG1_gE0PxKTHsbx8DHA0xlobG43a84QFRtnOMiuwh_57mc7GPTTpBQ7P5_sgdALkjAGhXwkhVDGghAMhXBN4hxagmWiAALxHiwlvJsIhOsp5RQhQrWCBnu9MKT7FjMceu2Ce4pi9w2tTnn19gjUDtmMsPhZsosObNFqfM86_wzBkHCJ-vP758NDcY2PTWAGDs1lvBj_5UVK121hS8PkDOujNkP3H3X-Mfn27fLz43tzcXl1fnN80lreqNHrpvRbSUOsAGOGCOqbbvgdQDtySLoG5VkthnRCeypYZwaVgVhnHnOKOHaPT2bc2fdn6XLrVuE2xRna0LsOZIqSSYCb97Zx8321SWJv0pwPSTXt2_-xZNV92xibXVfpkog15L2yFVEzJyvs883wK9g2-_CGZBOAVPpvhbJ78vtv_cnd-q1zG9GbIWq15O8V9mmEXNvszJKOSK_YKxaKbuw</recordid><startdate>20041201</startdate><enddate>20041201</enddate><creator>Tatsuoka, Kikumi K</creator><creator>Corter, James E</creator><creator>Tatsuoka, 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of diagnosed mathematical content and process skills in TIMSS-R across a sample of 20 countries</title><author>Tatsuoka, Kikumi K ; Corter, James E ; Tatsuoka, Curtis</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c468t-9bee957a2cd1130452d396ff118d1db2b13d6975cd55e2763a54753c8ad3d84d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Ability tests</topic><topic>Academic Achievement</topic><topic>Algebra</topic><topic>Analyse</topic><topic>Australia</topic><topic>Belgium</topic><topic>Canada</topic><topic>Chile</topic><topic>Cluster analysis</topic><topic>Cognition & reasoning</topic><topic>Comparative Analysis</topic><topic>Comparative studies</topic><topic>Core curriculum</topic><topic>Critical thinking</topic><topic>Curriculum subjects: programmes and methods</topic><topic>Czech Republic</topic><topic>Diagnostic Tests</topic><topic>Educational sciences</topic><topic>Elementary school students</topic><topic>England</topic><topic>Fertigkeit</topic><topic>Finland</topic><topic>Foreign Countries</topic><topic>Geometry</topic><topic>Grade 8</topic><topic>Hong Kong</topic><topic>Indonesia</topic><topic>Internationaler Vergleich</topic><topic>Israel</topic><topic>Italy</topic><topic>Item Response Theory</topic><topic>Japan</topic><topic>Jordan</topic><topic>Knowledge</topic><topic>Korea</topic><topic>Mathematical knowledge</topic><topic>Mathematical problems</topic><topic>Mathematics</topic><topic>Mathematics Achievement</topic><topic>Mathematics Curriculum</topic><topic>Mathematics education</topic><topic>Mathematics Skills</topic><topic>Mathematics tests</topic><topic>Mathematik</topic><topic>Mathematische Kompetenz</topic><topic>Mathematisches Denken</topic><topic>Measurement Techniques</topic><topic>Methodologie</topic><topic>Netherlands</topic><topic>Pattern recognition 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journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tatsuoka, Kikumi K</au><au>Corter, James E</au><au>Tatsuoka, Curtis</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ737114</ericid><atitle>Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of 20 countries</atitle><jtitle>American educational research journal</jtitle><date>2004-12-01</date><risdate>2004</risdate><volume>41</volume><issue>4</issue><spage>901</spage><epage>926</epage><pages>901-926</pages><issn>0002-8312</issn><eissn>1935-1011</eissn><coden>AECJAX</coden><abstract>This study used a diagnostic testing approach to compare the mathematics achievement of eighth-grade students across a sample of 20 countries, analysing data from the Third International Math and Science Study-Revised (TIMSS-R, 1999). Using the rule-space method, student mastery was measured on 23 specific content knowledge and processing subskills ("attributes") underlying students' item scores, using 23 attributes previously defined and validated. Mean mastery levels for each attribute were compared for the 20 selected countries. Clear differences among the countries were found in patterns of subskill achievement. U.S. students were strong in some content and quantitative reading skills, but weak in others, notably geometry. Interestingly, success in geometry was found to be highly associated with logical reasoning and other important mathematical thinking skills across the sampled countries. (DIPF/Orig.).</abstract><cop>Washington, DC</cop><pub>American Educational Research Association</pub><doi>10.3102/00028312041004901</doi><tpages>26</tpages></addata></record> |
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| subjects | Ability tests Academic Achievement Algebra Analyse Australia Belgium Canada Chile Cluster analysis Cognition & reasoning Comparative Analysis Comparative studies Core curriculum Critical thinking Curriculum subjects: programmes and methods Czech Republic Diagnostic Tests Educational sciences Elementary school students England Fertigkeit Finland Foreign Countries Geometry Grade 8 Hong Kong Indonesia Internationaler Vergleich Israel Italy Item Response Theory Japan Jordan Knowledge Korea Mathematical knowledge Mathematical problems Mathematics Mathematics Achievement Mathematics Curriculum Mathematics education Mathematics Skills Mathematics tests Mathematik Mathematische Kompetenz Mathematisches Denken Measurement Techniques Methodologie Netherlands Pattern recognition systems Philippines Probabilities Problem Solving Problemlösen Reading Comprehension Reading Skills Reasoning Russia Schülerleistung Science education Scores Statistics Student Evaluation Students Teaching Teaching Methods Teaching, Learning, and Human Development Test Items Thinking Skills TIMSS (Third International Mathematics and Science Study) Turkey United States Variables Vergleichsuntersuchung Wissen |
| title | Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of 20 countries |
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