TIMSS 2003 mathematics cognitive domains
Mathematical tasks can be classified in a number of ways. While Galbraith & Haines (2001), for example, distinguish among mechanical, interpretative and constructive tasks, Smith et at. (1996) divide tasks into the following three categories: (A) factual knowledge, comprehension and routine...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2002-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
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| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2002/0579-64310204096K.pdf |
| _version_ | 1818986027288625152 |
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| author | Kadijević Đorđe M. |
| author_facet | Kadijević Đorđe M. |
| author_sort | Kadijević Đorđe M. |
| collection | DOAJ |
| description | Mathematical tasks can be classified in a number of ways. While Galbraith & Haines (2001), for example, distinguish among mechanical, interpretative and constructive tasks, Smith et at. (1996) divide tasks into the following three categories: (A) factual knowledge, comprehension and routine use of procedures; (B) information transfer and application in new situations; and (C) identifying and interpreting; implications, conjectures and comparisons and evaluation. Having briefly summarized these and some other mathematical tasks classifications, this paper presents and critically examines the TIMSS 2003 mathematics cognitive domains. As a part of the TIMSS 2003 project these cognitive domains - knowing facts and roles, vising concepts, solving routine problems, and reasoning - were operationalized for the content domain of algebra in grade 8 and the paper gives a sample of the developed tasks that are fully available on the Internet (see www.matf.bg.ac.yu/čdjk/drafl2.pdfanA www.matf.bg.ac.yn/čdjk/yu20item.pdf). Through the examination and operationalization of the TIMSS assessment framework several implications for research and professional development of mathematics teachers have been realized. The article presents three of them dealing with an elaborated item classification, its empirical validation and a didactical preparation of teachers including operationalizations of the chosen task classification/taxonomy. |
| first_indexed | 2024-12-20T18:44:16Z |
| format | Article |
| id | doaj.art-d222896d1285400bb78f670e8790474b |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-20T18:44:16Z |
| publishDate | 2002-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-d222896d1285400bb78f670e8790474b2022-12-21T19:29:45ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702002-01-012002349610210.2298/ZIPI0204096KTIMSS 2003 mathematics cognitive domainsKadijević Đorđe M.Mathematical tasks can be classified in a number of ways. While Galbraith & Haines (2001), for example, distinguish among mechanical, interpretative and constructive tasks, Smith et at. (1996) divide tasks into the following three categories: (A) factual knowledge, comprehension and routine use of procedures; (B) information transfer and application in new situations; and (C) identifying and interpreting; implications, conjectures and comparisons and evaluation. Having briefly summarized these and some other mathematical tasks classifications, this paper presents and critically examines the TIMSS 2003 mathematics cognitive domains. As a part of the TIMSS 2003 project these cognitive domains - knowing facts and roles, vising concepts, solving routine problems, and reasoning - were operationalized for the content domain of algebra in grade 8 and the paper gives a sample of the developed tasks that are fully available on the Internet (see www.matf.bg.ac.yu/čdjk/drafl2.pdfanA www.matf.bg.ac.yn/čdjk/yu20item.pdf). Through the examination and operationalization of the TIMSS assessment framework several implications for research and professional development of mathematics teachers have been realized. The article presents three of them dealing with an elaborated item classification, its empirical validation and a didactical preparation of teachers including operationalizations of the chosen task classification/taxonomy.http://www.doiserbia.nb.rs/img/doi/0579-6431/2002/0579-64310204096K.pdfTIMSSmathematics assessmenttask classification. |
| spellingShingle | Kadijević Đorđe M. TIMSS 2003 mathematics cognitive domains Zbornik Instituta za pedagoška istraživanja TIMSS mathematics assessment task classification. |
| title | TIMSS 2003 mathematics cognitive domains |
| title_full | TIMSS 2003 mathematics cognitive domains |
| title_fullStr | TIMSS 2003 mathematics cognitive domains |
| title_full_unstemmed | TIMSS 2003 mathematics cognitive domains |
| title_short | TIMSS 2003 mathematics cognitive domains |
| title_sort | timss 2003 mathematics cognitive domains |
| topic | TIMSS mathematics assessment task classification. |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2002/0579-64310204096K.pdf |
| work_keys_str_mv | AT kadijevicđorđem timss2003mathematicscognitivedomains |