Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/121
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dc.contributor.authorKaur, Berinderjeet, 1955--
dc.contributor.authorPereira-Mendoza, Lionel-
dc.date.accessioned2009-04-30T08:35:56Z-
dc.date.available2009-04-30T08:35:56Z-
dc.date.issued1999-
dc.identifier.citationKaur, B., & Pereira-Mendoza, L. (1999). Singapore primary school TIMSS data: Whole numbers, fractions and proportionality. The Mathematics Educator, 4(1), 52-69.-
dc.identifier.issn0218-9100-
dc.identifier.urihttp://hdl.handle.net/10497/121-
dc.description.abstractAs has been widely reported, Singapore outperformed all other countries in Mathematics for the Third International Mathematics and Science Study (TIMSS) and this is an achievement that reflects positively on all components of the educational system. An analysis of the performance of Singapore students on the Whole Numbers and Fractions and proportionality items shows some clear trends and provides implications for teaching. The general conclusions are: (1) Primary four students outperform primary three on all items; (2) On most items Singapore students outperform their corresponding International cohort; (3) Girls outperform boys on Whole Numbers but the results are mixed for Fractions; and (4) Boys tend to leave questions blank more often than girls. Finally, the analysis of the data also shows that students have more difficulty with items that require comprehension of the concepts involved than items which are purely routine, and this implies that there needs to be an increased focus on activities designed to foster understanding.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleSingapore primary school TIMSS data: Whole numbers, fractions and proportionalityen
dc.typeArticleen
item.fulltextWith Fulltext-
item.grantfulltextopen-
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