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Abstract
This article examines the levels and quality of knowledge acquired by 4th- and 8th-grade students in mathematics and science within the framework of the TIMSS international assessment program. In addition to comparing national education system differences, the study also explores factors related to the content of mathematics and science education in schools, the learning process, institutional resources, teachers’ competencies, and family-related influences on students’ performance.
References
1. Mullis, I.V.S., Martin, M.O., Goh, S., & Cotter, K. (Eds.). (2016). TIMSS 2015 encyclopedia: Education policy and curriculum in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/encyclopedia/
2. Mullis, I.V.S., Martin, M.O., Goh, S., & Cotter, K. (Eds.). (2016). TIMSS 2019 encyclopedia: Education policy and curriculum in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: 3http://timssandpirls.bc.edu/timss2019/encyclopedia/
