A Comparison of US and Korean Students' Mathematics Skills Using a Cognitive Diagnostic Testing Method: Linkage to Instruction

Autor/inn/en	Im, Seongah; Park, Hye Jin
Titel	A Comparison of US and Korean Students' Mathematics Skills Using a Cognitive Diagnostic Testing Method: Linkage to Instruction
Quelle	In: Educational Research and Evaluation, 16 (2010) 3, S.287-301 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Educational Strategies; Academic Achievement; Mathematics Tests; Diagnostic Tests; Grade 8; Mathematics Skills; Knowledge Level; Comparative Testing; Comparative Education; Educational Trends; Cognitive Tests; Predictor Variables; Student Evaluation; Teaching Methods; Foreign Countries; South Korea; United States + Suchen Sie Ihr Suchwort? Lehrstrategie; Schulleistung; Diagnostic test; Diagnostischer Test; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Vergleichende Erziehungswissenschaft; Bildungsentwicklung; Kognitiver Fähigkeitstest; Prädiktor; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Korea; Republik; USA
Abstract	The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics knowledge and skills. The participants included 740 US and 439 Korean 8th graders who took the Booklet 3 mathematics test. The results showed substantial differences between the US and Korean students' performance in problem restructuring and reasoning, measurement, and geometry. The most helpful instructional strategy for both Korean and US students was encouraging students' independent problem solving. Reviewing, re-teaching, and clarifying content were especially effective for the US students. Implications for teaching and learning are discussed. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10