معتقدات معلمي الرياضيات نحو دراسة الاتجاهات الدولية TIMSS: دراسة مزجية

Abstract EN

The study aimed to identify the beliefs of mathematics teachers about TIMSS international tests.

To achieve this goal, the mixed approach was used by sequential interpretive design.

In order to collect the quantitative data, a questionnaire (scale) consisting of 29 items was used.

These items were distributed on the following axes: the philosophy of TIMSS international tests, teaching efficiency, students' abilities, and the nature of the questions.

After calculating its validity and reliability, it was applied to a sample of 311 male and female mathematics teachers at the primary and intermediate levels in the Bisha Education Department.

Interviews with 15 male and female teachers were used to collect qualitative data.

The study reached many results, the most important of which were: that the beliefs of mathematics teachers about the philosophy of TIMSS had a "neutral" level, as the average was 3.28, while their beliefs about the teaching efficiency, the level of their students and the nature of the questions had an “agreeable” level, as the average was 3.66, 3.55, and 3.53 respectively.

The study also found that there were no statistically significant differences in the beliefs of the study sample about the TIMSS attributable to gender, qualification, and teaching experience.

In light of the results, several recommendations were made, the most important of which were: to enlighten the educational field about the international tests TIMSS, and to train teachers to design questions consistent with the cognitive domains in the international tests TIMSS.