IEA's TIMSS 2003 international report on achievement in the mathematics cognitive domains. Findings from a developmental project.

Autor/inn/en	Mullis, Ina V.S.; Martin, Michael O.; Foy, Pierre
Institution	International Association for the Evaluation of Educational Achievement
Titel	IEA's TIMSS 2003 international report on achievement in the mathematics cognitive domains. Findings from a developmental project.
Quelle	Chestnut Hill, Mass.: International Study Center (2005), 112 S.Verfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 63
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-889938-38-6
Schlagwörter	Wissen; TIMSS (Third International Mathematics and Science Study); Vergleichsuntersuchung; Kognitive Kompetenz; Problemlösen; Verstehen; Geschlechtsspezifischer Unterschied; Schuljahr 04; Schuljahr 08; Schüler; Leistungsbeurteilung; Schülerleistung; Mathematik; Logik; Umsetzung; Armenien; Australien; Bahrain; Baskenland; Belgien; Botswana; Bulgarien; Chile; England; Estland; Ghana; Hongkong; Indonesien; Iran; Israel; Italien; Japan; Jordanien; Kanada; Korea, Republik; Lettland; Libanon; Litauen; Malaysia; Marokko; Moldau (Republik); Neuseeland; Niederlande; Nordmazedonien; Norwegen; Palästina; Philippinen; Rumänien; Russland; Saudi-Arabien; Schottland; Schweden; Serbien; Singapur; Slowakei; Slowenien; Südafrika (Staat); Taiwan; Tunesien; USA; Ungarn; Zypern; Ägypten
Abstract	Consistent with the growing practice of reporting achievement in various cognitive areas, countries participating in TIMSS ... have expressed a need for comparative information about how students perform in the cognitive domains. To provide enhanced information from TIMSS 2003 and facilitate planning for TIMSS 2007, a number of participating countries supported a developmental project for IEA's TIMSS & PIRLS International Study Center to examine mathematics achievement by cognitive domains. ... The first domain, 'knowing facts, procedures, and concepts', covers what the student needs to know, while the second, 'applying knowledge and conceptual understanding', focuses on the ability of the student to apply what he or she knows to solve routine problems or answer questions. The third domain, 'reasoning', goes beyond the solution of routine problems to encompass unfamiliar situations, complex contexts, and multi-step problems. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/1