Study On The Mathematics Tests Of Primary School Based On The TIMSS2011Mathematics Assessment Framework, Grade3and Grade4of Shanghai For Example

TIMSS(The Trends in International Mathematics and Science Study) isan international authority on the great influence, a very high degree ofconcern mathematics education assessing project, the main measurestudents*academic achievement from the knowledge content dimensions andcognitive dimensions, the testing framework has been recognized in theinternational mathematics education. For the purposes of mathematicseducation in our country, what current elementary school mathematicsassessment test questions focus on? Whether it is consistent with theobjectives of the international training in mathematics literacy? In whatareas we need to improve mathematics test questions? This problem is our’urgent to study for our country s mathematics educators.In this study, research test questions in grade three and grade fourin Shanghai elementary school as the sample. Main methods to study byliterature study, content analysis, questionnaires, etc. TIMSS2011fourth-grade mathematics test framework as the main research tool toexplore Shanghai primary school test questions ’ content and cognitiontendencies, the status quo in the form of questions, and which factorsmay affect the test are analyzed, to provide advice for elementarymathematics test and teaching. This study can draw the followingconclusions.1、About Shanghai elementary school mathematics test question itself. (1)It is not balanced on the task type distribution. In contentdimension, The number of questions in the content of Shanghai percentageis81%,16%geometric shapes and measures, data display is3%. But the threepercentage points respectively in TIMSS2011is50%、35%、15%. Thus itcan be seen that, in content dimension, Shanghai tests try too muchemphasis on number, knowledge of geometric shapes and measures and datadisplay value degree is too low. In cognitive dimension, the percentageof knowing，applying and reasoning is54%、44%、2%, But the three percentagepoints respectively in TIMSS2011is40%、45%、20%. Thus it can be seenthat, in cognitive dimension, Shanghai questions about the reasoning inthe study of cognition is especially small.(2)It is not adequate on the thinking process。 In Shanghai, testquestions pay a lot attention to the results of the answer, focusing onstudents’ knowledge of mathematics memories, can not inspects thethought processes of knowledge and level of understanding of students.(3) Question expression needs to be improved. Questions existing inthe actual situation does not conform to*the elementary student s life,topic expression do not conform to the requirements of the completeexpression, situation or event described in the topic is not complete andsubject ex’pression cant reflect the students’ subjectivit’y, dont payattention to the students*interest in the problem solving, formal subjectis too single.2、 The possible influencing factors.(1)Curriculumstandards affecting the type of test questions in thetask assigned. There is a gap in the ratio of the content and cognitionbetween Shanghai curriculum standards and TIMSS2011framework. This gapis likely to be one of the reasons for the uneven impact of the Shanghaitest questions for each task type assignment.(2)Teachers’ concepts affect the task type assignment‘in the tests. According to the questionnaire, we detect the elementary schoolmathematics teachers in different areas of knowledge content andcognition value degree. According to the survey, the relevant percentagedistribution and the examination paper is very similar to that of Shanghai,and there is a big difference with the distribution of the TIMSS2011.Based on TIMSS2011testing framework， we can reach a conclusion incontent and cognition in areas of the differences through the datastatistics and analysis of the elementary school mathematics tests. It’11help to reflect on and improve the mathematics achievement assessment inour country. The enlightenments are as follows:(1) To improve students’mathematics literacy as the fundamental goal in mathematics achievementassessment.(2) Should be clear the percentage of every period of academicachievement assessment dimensions of knowledge content and cognitiveskills respectively.(3) We should not only examine the results of thestudents mastering knowledge, also pay attention to students’ thinkingprocess.(4) In the question expression, the problem situation formsshould be diversified to completeness.(5) Based on the curriculumstandard, reference international mathematical assessment framework,review of elementary school mathematics course evaluation framework.(6)Reflect on mathematics classroom teaching in our country.(7) Mathematicsteachers should absorb new knowledge, update their concepts ofmathematics teaching.