Supplement 1 - TIMSS and PIRLS Home - Boston College
Supplement 1 - TIMSS and PIRLS Home - Boston College
Supplement 1 - TIMSS and PIRLS Home - Boston College
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<strong>TIMSS</strong> 2011<br />
Question<br />
Number<br />
<strong>TIMSS</strong> 2011<br />
Variable Name<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 />
CQM8-09BC MA809BC<br />
CQM8-09BAC MA809BAC<br />
CQM8-09BD MA809BD<br />
CQM8-09BAD MA809BAD<br />
CQM8-09BE MA809BE<br />
CQM8-09BAE MA809BAE<br />
CQM8-09BT MA809BT<br />
CQM8-09CA MA809CA<br />
CQM8-09CAA MA809CAA<br />
CQM8-09CB MA809CB<br />
CQM8-09CAB MA809CAB<br />
CQM8-09CC MA809CC<br />
CQM8-09CAC MA809CAC<br />
CQM8-09CD MA809CD<br />
CQM8-09CAD MA809CAD<br />
CQM8-09CE MA809CE<br />
CQM8-09CAE MA809CAE<br />
CQM8-09CF MA809CF<br />
CQM8-09CAF MA809CAF<br />
<strong>TIMSS</strong> 2011 Variable Description<br />
(See Questionnaire For Full Item Text)<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught simple linear equations <strong>and</strong> inequalities by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are simple linear<br />
equations <strong>and</strong> inequalities intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught simultaneous (2 variables) equations by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are simultaneous (2<br />
variables) equations intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught representations of functions as ordered pairs, tables, graphs, words, or equations by the end of grade<br />
8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are representations of<br />
functions as ordered pairs, tables, graphs, words, or equations intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught algebra by the end of grade 8; Across grades from preprimary through upper secondary education, at<br />
what grade(s) is algebra intended to be taught? Comments:<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught geometric properties of angles <strong>and</strong> geometric shapes (triangles, quadrilaterals, <strong>and</strong> other common<br />
polygons) by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are geometric<br />
properties of angles <strong>and</strong> geometric shapes (triangles, quadrilaterals, <strong>and</strong> other common polygons) intended<br />
to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught congruent figures or similar triangles by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are congruent figures<br />
or similar triangles intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught three-dimensional shapes <strong>and</strong> their two-dimensional representations by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are three-dimensional<br />
shapes <strong>and</strong> their two-dimensional representations intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught to use appropriate measurement formulas for perimeters, circumferences, areas, surface areas, <strong>and</strong><br />
volumes by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are using appropriate<br />
measurement formulas for perimeters, circumferences, areas, surface areas, <strong>and</strong> volumes intended to be<br />
taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught points on the Cartesian plane by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are points on the<br />
Cartesian plane intended to be taught?<br />
According to the national mathematics curriculum, what proportion of grade 8 students should have been<br />
taught translation, reflection, <strong>and</strong> rotation by the end of grade 8?<br />
Across grades from preprimary through upper secondary education, at what grade(s) are translation,<br />
reflection, <strong>and</strong> rotation intended to be taught?<br />
InTernaTIOnal VerSIOn OF THe <strong>TIMSS</strong> 2011<br />
backgrOund <strong>and</strong> currIculuM QueSTIOnnaIreS<br />
<strong>Supplement</strong> 1 315
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