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Abstract


Turkish 8th Grade Mathematics Teachers’ Perspective on TIMSS
A survey research design was utilized and conducted on 200 of the 250 8th-grade teachers whose students would represent Turkey in TIMSS 2011. A statistically significant difference was found between those teachers who have been considering TIMSS while planning their lessons and those who knew about TIMSS in advanced. Data revealed that statistically meaningful differences also exist between the mathematics success expected on application-, reasoning-level questions and school’s residential location, teacher’s experience. The differences were in favor of students in larger settlements, having more experienced teachers. 76,5% of the teachers consider textbooks unsatisfactory/partially unsatisfactory. 75.5% of the teachers claimed to use constructivist pedagogy; however, 65% do one or fewer activities per week, using the textbook. To elevate Turkey’s ranking in TIMSS, teachers recommend cutting down on the mathematics program, increasing question variety in the textbooks, and being informed of TIMSS earlier. Teachers’ should develop the ability to motivate students and write questions promoting higher-level thinking skills.

Keywords
TIMSS, elementary mathematics teachers, mathematics curriculum, mathematics achievement, mathematics


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