Institute for teacher education and school development Research based on data from Research based on data from International Large Scale Studies TIMSS, PISA, TIMSS Advanced, CIVIC/ICCS, TEDS-M First National Reports Secondhand analyses of data Vetenskapsrådet Liv Sissel Grønmo

Institute for teacher education and school development Research group Take time Group of people Different competence

Institute for teacher education and school development Focus on research question National reports Doctoral thesis Master thesis Books Articles Conferences

Institute for teacher education and school development Doctoral thesis Angell, C. Elevers fysikkforståelse. En studie basert på utvalgte fysikkoppgaver i TIMSS. Oslo 1996: Det matematisk- naturvitenskapelige fakultet, Universitetet i Oslo. Isager, O. A. Den norske grunnskolens biologi i et historisk og komparativt perspektiv. Oslo 1996: Det matematisk- naturvitenskapelige fakultet, Universitetet i Oslo. Kind, P. M. Exploring Performance Assessment in Science. Oslo 1996: Det matematisk-naturvitenskapelige fakultet, Universitetet i Oslo. Olsen, Rolf Vegar. Achievement tests from an item perspective. An exploration of single item data from the PISA and TIMSS studies, and how such data can inform us about students' knowledge and thinking in science. Oslo: Unipub forlag s. Series of dissertations submitted to the Faculty of Education, University of Oslo ; 48 More in prosess More than 40 master thesis

Institute for teacher education and school development Some books based on TIMSS and PISA data Lie, Svein; Kjærnsli, Marit; Brekke, Gard. Hva i all verden skjer i realfagene? Internasjonalt lys på trettenåringers kunnskaper, holdninger og undervisning i norsk skole: ILS s. Angell, Carl; Kjærnsli, Marit; Lie, Svein. Hva i all verden skjer i realfagene i videregående skole?: Universitetsforlaget, Oslo s. Brekke, Gard; Kobberstad, Truls; Lie, Svein; Turmo, Are. Hva i all verden kan elevene i matematikk? Oppgaver med resultater og kommentarer: Universitetsforlaget, Oslo 1999 Kind, Per Morten; Kjærnsli, Marit; Lie, Svein; Turmo, Are. Hva i all verden gjør elevene i realfag? Praktiske oppgaver i matematikk og naturfag: Institutt for lærerutdanning og skoleutvikling Grønmo, Liv Sissel; Bergrem, Ole Kristian; Kjærnsli, Marit; Lie, Svein; Turmo, Are. Hva i all verden har skjedd i realfagene? Norske elevers prestasjoner i matematikk og naturfag i TIMSS Skriftserien Acta Didactica utgitt av Unipub forlag, Oslo s. Lie, Svein; Kjærnsli, Marit; Roe, Astrid; Turmo, Are. Godt rustet for framtida? Norske 15-åringers kompetanse i lesing og realfag i et internasjonalt perspektiv: I skriftserien Acta Didactica utgitt av Unipub forlag, Oslo s. Kjærnsli, Marit; Lie, Svein; Olsen, Rolf Vegar; Roe, Astrid; Turmo, Are. Rett spor eller ville veier? Norske elevers prestasjoner i matematikk, naturfag og lesing i PISA Universitetsforlaget, Oslo s.

Institute for teacher education and school development TIMSS and PISA in Norway Organized as one group working with both projects The National TIMSS report refers to the PISA results and make conclusions based on both studies Oral presentations and articles usually refer to results and analyzes from both studies Good correspondence between the results of PISA and TIMSS TIMSS and PISA seen as complementary studies: TIMSS: –TIMSS is class oriented, gives also information from teachers –Two populations: Grade 4 and 8 –Curriculum based PISA: –One population: Grade 10 –Mathematical Literacy Together, TIMSS and PISA give a better and more robust picture of the situation in Norwegian schools

Institute for teacher education and school development TIMSS 2003 national report The national project group for TIMSS consisting of researchers in mathematics and science education at ILS, University of Oslo was responsible for conducting the study and writing the national report The report was aiming to be widely read by school authorities teacher educators teachers in school researchers in the field The results for Norway was compared with four other countries to initiate discussion of the results reasons for the results actions for improving the school system

Institute for teacher education and school development Results in Mathematics Grade 8

Institute for teacher education and school development Changes in Math achievement Grade 8, 1995 – 2003

Institute for teacher education and school development Changes in Math achievement Grade – 2003

Institute for teacher education and school development Background for choice of countries to compare with Grade based samples have created difficulties in comparing with other countries because our pupils are among the youngest, and the grade 8 pupils have only had 7 years of formal schooling Cluster analysis of TIMSS 1995 data indicated different “traditions” (groups of countries) in mathematics and science in school: Nordic English-speaking East-European East-Asian European groups of countries We compared the Norwegian results with: Japan, Netherlands, Slovenia and USA

Institute for teacher education and school development Average Achievement in Mathematics Content Areas Grade 8

Institute for teacher education and school development Average Achievement in Mathematics Content Areas Grade 4

Institute for teacher education and school development Norwegian profile in Achievement in Mathematics - Grade 4 and Grade 8 Norwegian students score lower than the international mean in both grades Lowest on Numbers and Algebra/Patterns (pure mathematics)- and lower than all countries we compared with Especially low on items requiring exact calculations No significant gender differences Best on Data representation (higher than international mean)

Institute for teacher education and school development Two aspects to be discussed Applied mathematics vs. Pure mathematics Basic knowledge and skills in mathematics

Institute for teacher education and school development

Institute for teacher education and school development Applied mathematics is more complex than pure mathematics Fundamental knowledge and skills (in pure mathematics) is a premise for any type of applied mathematics (problem solving, mathematical literacy, whatever we call it) Mathematical literacy is not an alternative to pure mathematics

Institute for teacher education and school development Mathematics teaching may be less effective than most of us would like; but we should hesitate before embracing the idea that school mathematics would automatically be more effective on a large scale if the curriculum focused first on “useful mathematics for all” (numeracy), with more formal, more abstract mathematics to follow for the few. Tony Gardiner 2004

Institute for teacher education and school development Constructivism Rote learning, drill and practice, and passive listening to lectures can, as they always have, give rise to learning. Active learning can be mental, and so visible inactivity on the part of the learner is irrelevant… …the constructivist view of learning does not rule out any teaching techniques in principle. Paul Ernest 2002

Institute for teacher education and school development Back to basics? Numbers and skills Understanding Concepts Algebra Mathematical Literacy (applied mathematics)

Institute for teacher education and school development Basis Knowledge and Skills- Rote learning, drill and practice High achieving countries in TIMSS High achieving schools in Norway “The TIMSS 2003 results support the premise that successful problem solving is grounded in mastery of more fundamental knowledge and skills.” (Mullis mfl. 2004) Our data indicates that good schools in Norway use learning strategies as rote learning and ”drill” more often in mathematics. (The Norwegian PISA-report)

Institute for teacher education and school development Mathematics Acivement in Norway in TIMSS and PISA Results from PISA tells us that the Norwegian school system has not been successful when it comes to give students a type of the competence we may describe as Mathematical Literacy (apply mathematics to solve problems in daily life) TIMSS on the other hand is better to present a diagnose for why this is the case – Norwegian students seem to lack a basis of fundamental knowledge and skills, which is necessary for applying mathematics (Mathematical Literacy) It seems reasonable that Norwegian students, as students in other countries, acquire basis skills related to numbers rather early in compulsory school Applied mathematics seems important if we want students to acquire what we may call Mathematical Literacy, but not as an alternative to basic knowledge and skills in pure mathematics

Institute for teacher education and school development Teachers education in Mathematics – major subject Grade 8

Institute for teacher education and school development Homework follow up- frequency in mathematics

Institute for teacher education and school development Impact of TIMSS and PISA in Mathematics in Norway Contributed to a broad discussion about reasons for Norwegian students achieving low in Numbers compared to other countries Taken into account when revising the school curriculum For example more focus on basic number skills in the new curriculum Not that much focus on daily life mathematics Higher entrance requirement in mathematics to study in teacher colleges More focus on further education for teachers that is relevant for mathematics

Institute for teacher education and school development Changes in Science achievement Grade 8, 1995 – 2003

Institute for teacher education and school development Changes in Science achievement Grade – 2003

Institute for teacher education and school development Professional development for teachers in Science in the past two years in Grade 8 - percent of students whose teachers have participated

Institute for teacher education and school development Students reports on Doing Science Investigations in Grade 8

Institute for teacher education and school development Impact of TIMSS and PISA in Science in Norway Contributed to a discussion about to what extent scientific inquiry is emphasized in science lessons in Norway Taken into account when revising the school curriculum – more focus on students as investigators/researchers in the new curriculum More focus on further education for teachers that is relevant for science

Institute for teacher education and school development TIMSS 2003 national report- Main findings In Mathematics, Norwegian pupils in the 4th and 8th grade score lower than the international average In the Natural Sciences pupils in both grades achieve an average score The decline since 1995 has been large for both populations and in both subjects for Norwegian students – PISA support the results about declining TIMSS showed that Norwegian teachers are less specialized and to a lesser degree take part in further education relevant for science and mathematics Norwegian teachers do not follow up the pupils homework to the same degree as many other countries Students, teachers and school leaders all complain about too much noise and disorder in school (more than in most other countries) The Consistency of the results is astonishing

Institute for teacher education and school development Positive results concerning students achievement in mathematics and science: Small differences between schools Small gender differences Students economical background is not an important factor Negative results concerning students achievement in mathematics and science: It seems as the impact of students background has increased from 1995 to 2003

Institute for teacher education and school development TIMSS and PISA 2003: Presentations and public interest Discussions in media – more interest than any time before General media as newspapers, TV etc In scientific journals and institutions Presentation of TIMSS and PISA results Department of education etc School administration at all levels Schools, from primary to upper secondary schools Publishers of text books for schools University institutes (pure mathematics and science, institutes with teachers education) In books for teachers education in pedagogy In other countries (e.g., Sweden, Slovenia) (Capacity for the persons involved is a problem – not lack of interest)

Institute for teacher education and school development The impact of international comparative studies? All studies create a lot of media attention and have great impact on policy questions The results have created an important pedagogic debate in Norway Both PISA and TIMSS (and PIRLS and CIVIC) have shed light on weaknesses in our education system Studies have been an important factor in planning national policy plans and policy actions Some critics point out that the international studies are not able to measure some of the important national goals in our school system

Institute for teacher education and school development Policy actions in Norway Curriculum reform More focus on goals for learning More focus on teacher role, competence in subject knowledge and teachers as leaders National action plans for strengthening teaching in Mathematics and Science (and reading) New system for Quality assessment implemented in 2004 Changes in teachers education Higher entrance requirements Master degrees in education at university and teacher colleges Further education for teachers National strategy plan for teachers further education connected to the curriculum reform Focus on basic skills in Mathematics, Science and Reading

Institute for teacher education and school development What on earth has happened to Science and Mathematics in Norwegian schools? Last part of Chapter 11 – A uniform and subjective description based on TIMSS and PISA Where has all the knowledge gone? Changing student and teacher roles- restoring teachers authority Mathematics (and science) are subjects with a high degree of abstractions, and thus requires concentration and systematic work

Institute for teacher education and school development Impact in Research in Education Articles Conferences Books Doctoral Thesis Master Thesis

Institute for teacher education and school development And we are going further New studies: TIMSS Adv, TEDS-M Using data from different studies From different levels From different school subjects For new research questions Thank you for listening