Supplement 1 - TIMSS and PIRLS Home - Boston College
Supplement 1 - TIMSS and PIRLS Home - Boston College
Supplement 1 - TIMSS and PIRLS Home - Boston College
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
<strong>TIMSS</strong> 2011<br />
Question<br />
Number<br />
SecTIOn 10: eIgHTH grade – currIculuM QueSTIOnnaIre<br />
Exhibit S1.10: Index of International Variables for the <strong>TIMSS</strong> 2011 Curriculum Questionnaire -<br />
Eighth Grade (Continued)<br />
<strong>TIMSS</strong> 2011<br />
Variable Name<br />
CQM8-07TB MA807TB<br />
<strong>TIMSS</strong> 2011 Variable Description<br />
(See Questionnaire For Full Item Text)<br />
Does the national curriculum contain statements/policies about the use of computers in grade 8<br />
mathematics? Comments:<br />
CQM8-08A MA808A How much emphasis does the national mathematics curriculum place on mastering basic skills/procedures?<br />
CQM8-08B MA808B<br />
How much emphasis does the national mathematics curriculum place on applying mathematics in real-life<br />
contexts?<br />
CQM8-08C MA808C How much emphasis does the national mathematics curriculum place on reasoning mathematically?<br />
CQM8-08T MA808T<br />
CQM8-09AA MA809AA<br />
CQM8-09AAA MA809AAA<br />
CQM8-09AB MA809AB<br />
CQM8-09AAB MA809AAB<br />
CQM8-09AC MA809AC<br />
CQM8-09AAC MA809AAC<br />
CQM8-09AD MA809AD<br />
CQM8-09AAD MA809AAD<br />
CQM8-09AE MA809AE<br />
CQM8-09AAE MA809AAE<br />
CQM8-09AT MA809AT<br />
CQM8-09BA MA809BA<br />
CQM8-09BAA MA809BAA<br />
CQM8-09BB MA809BB<br />
CQM8-09BAB MA809BAB<br />
How much emphasis does the national mathematics curriculum place on various mathematical skills?<br />
Comments:<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught computing, estimating, or approximating with whole numbers by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are computing,<br />
estimating, or approximating with whole numbers intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught concepts of fractions <strong>and</strong> computing with fractions by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are concepts of<br />
fractions <strong>and</strong> computing with fractions intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught concepts of decimals <strong>and</strong> computing with decimals by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are concepts of<br />
decimals <strong>and</strong> computing with decimals intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught representing, comparing, ordering, <strong>and</strong> computing with integers by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are representing,<br />
comparing, ordering, <strong>and</strong> computing with integers intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught problem solving involving percents <strong>and</strong> proportions by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are problem solving<br />
involving percents <strong>and</strong> proportions intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught number skills by the end of grade 8; Across grades from preprimary through upper secondary<br />
education, at what grade(s) are number skills intended to be taught? Comments:<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught numeric, algebraic, <strong>and</strong> geometric patterns or sequences (extension, missing terms, generalization of<br />
patterns) by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are numeric, algebraic,<br />
<strong>and</strong> geometric patterns or sequences (extension, missing terms, generalization of patterns) intended to be<br />
taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught simplifying <strong>and</strong> evaluating algebraic expressions by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are simplifying <strong>and</strong><br />
evaluating algebraic expressions intended to be taught?<br />
<strong>TIMSS</strong> 2011 uSer guIde FOr THe InTernaTIOnal daTabaSe<br />
314 <strong>Supplement</strong> 1
Change language