Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

dc.creator	Antonijević Radovan M.
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:22:01Z
dc.date.available	2015-08-12T11:22:01Z
dc.identifier	10.2298/ZIPI0601225A
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/8d222321b5d242ec8d73970a7f37fd4f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29296
dc.description	This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2006/0579-64310601225A.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 38, Iss 1, Pp 225-246 (2006)
dc.subject	TIMSS 2003
dc.subject	achievement
dc.subject	content domain
dc.subject	cognitive domain
dc.subject	gender differences
dc.subject	mathematics curriculum
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum
dc.type	article