Middle School Mathematics Teachers' Perspective on TIMSS

Abstract

A survey research design was utilized and conducted on 200 of the 250 middle school mathematics teachers whose students would represent Turkey in TIMSS 2011. Data revealed that statistically meaningful differences exist between the mathematics success expected on application-, reasoning-level questions and school's residential location. This difference was in favor of students in larger settlements. Statistically meaningful differences also exist between expected success on application-, reasoning-level questions and the experience of teachers. This difference is in favor of students having more experienced teachers. 76.5% of the teachers consider textbooks unsatisfactory/partially unsatisfactory in preparing students for TIMSS. 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 topics in mathematics program, increasing question variety in the textbooks. Teachers indicate a need for in-service workshops focusing on the ability to motivate students and write questions promoting higher-level thinking skills.