Publication Date
1999
Abstract
The TIMSS report leads to some strong conclusions concerning the effectiveness of various approaches for teaching mathematics and science in grades K-8. This presentation will focus on a description of the findings of TlMSS concerning effective teaching. Although the TIMSS study and its findings relate directly to teaching prior to college, the findings do have a lot to say about effective teaching at the college level. At the very least, they describe the type of teaching and learning that future teachers must experience if they are to bring about this type of learning in their own courses.
Volume
2
Issue
2
First Page
39
Last Page
45
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/MTQN-6021
Recommended Citation
Sterling, D. R.
(1999)
"Third International Mathematics and Science Study (TIMSS) and the Nature of College Courses,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 2:
No.
2, Article 10.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol2/iss2/10
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
