Skip to main content

Student Misconceptions and Errors in Physics and Mathematics

Exploring Data from TIMSS and TIMSS Advanced

  • Book
  • Open Access
  • © 2020

You have full access to this open access Book

Overview

  • Enables researchers and policymakers to track student performance in mathematics and physics over time at three grade levels
  • Provides in-depth information about students' level of understanding and misconceptions across a range of core concepts
  • Identifies common student misconceptions and misunderstandings, enabling policymakers to target areas for curriculum improvement
  • Enables teachers to plan for and provide additional critical support to their students on common misconceptions or errors in mathematics and physics

Part of the book series: IEA Research for Education (IEAR, volume 9)

Buy print copy

Softcover Book USD 16.99 USD 54.99
Discount applied Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 59.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

About this book

This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015.

The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reportedby grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles.

The study and associated methodology may enable education systems to help identify specific needs in the curriculum,  improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.

Similar content being viewed by others

Keywords

Table of contents (5 chapters)

Authors and Affiliations

  • American Institutes for Research, Washington, USA

    Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai

Bibliographic Information

  • Book Title: Student Misconceptions and Errors in Physics and Mathematics

  • Book Subtitle: Exploring Data from TIMSS and TIMSS Advanced

  • Authors: Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai

  • Series Title: IEA Research for Education

  • DOI: https://doi.org/10.1007/978-3-030-30188-0

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: International Association for the Evaluation of Educational Achievement (IEA) 2020

  • Hardcover ISBN: 978-3-030-30187-3Published: 05 November 2019

  • Softcover ISBN: 978-3-030-30190-3Published: 11 September 2020

  • eBook ISBN: 978-3-030-30188-0Published: 30 October 2019

  • Series ISSN: 2366-1631

  • Series E-ISSN: 2366-164X

  • Edition Number: 1

  • Number of Pages: IX, 165

  • Number of Illustrations: 98 b/w illustrations, 1 illustrations in colour

  • Topics: International and Comparative Education, Assessment, Testing and Evaluation, Science Education, Mathematics, general, Physics, general

Publish with us