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1 Identification Label Teacher Name: Class Name: Teacher ID: Teacher Link # Teacher Questionnaire Advanced Mathematics <TIMSS Advanced National Research Center Name> <Address> International Association for the Evaluation of Educational Achievement Copyright IEA, 2008

3 1 Background Information 1 Preparation to Teach How old are you? Under A A A A A 60 or older A What is the highest level of formal education you have completed? Did not complete <ISCED 3> A Finished <ISCED 3> A Finished <ISCED 4> A Finished <ISCED 5B> A Finished <ISCED 5A, first degree> A Finished <ISCED 5A, second degree> or higher A Are you female or male? Female A 6 Male A During your <post-secondary> education, what was your major or main area(s) of study? 3 A. By the end of this school year, how many years will you have been teaching altogether? Number of years you have taught B. How many years will you have taught mathematics at the advanced level? Number of years taught advanced mathematics a) Mathematics A---A b) Education - Mathematics A---A c) Physics A---A d) Education - Science A---A e) Engineering A---A f) Education - General A---A g) Other A---A 4 How long do you plan to continue teaching advanced mathematics? 7 Do you have a teaching license or certificate? I plan to continue teaching as long as I can A I plan to continue teaching until the opportunity for a better job in education comes along A A---A I plan to continue teaching for awhile but probably will leave the field of education A I am undecided at this time A Page 3

4 1 Preparation to Teach (Continued) 8 How well prepared do you feel you are to teach the following topics? t well prepared Somewhat prepared Very well prepared A. Algebra a) Operations with complex numbers A -- A -- A b) The n th term of numeric and algebraic series and the sums to n terms or infinity of series A -- A -- A c) Problems involving permutations, combinations, and probability A -- A -- A d) Linear, simultaneous, and quadratic equations and inequalities; surd (radical) equations, logarithmic, and exponential equations A -- A -- A e) Equivalent representations of functions as ordered pairs, tables, graphs, formulas, or words A -- A -- A f) Values of functions, including rational functions for given values and ranges of the variables; function of a function A -- A -- A B. Calculus a) Limits of functions including rational functions; conditions for continuity and differentiability of functions A -- A -- A b) Differentiation of functions (including polynomial, exponential, logarithmic, trigonometric, rational, radical, composite, and parametric functions); differentiation of products and quotients A -- A -- A c) Using derivatives to solve problems (e.g., in kinematics, optimization, and rates of change) A -- A -- A d) Using first and second derivatives to determine gradient, turning points, and points of inflection of functions A -- A -- A e) Integrating functions (including polynomial, exponential, trigonometric, and rational functions); evaluating definite integrals A -- A -- A C. Geometry a) Properties of geometric figures; proving geometric propositions in two and three dimensions A -- A -- A b) Gradients, y-axis intercepts, and points of intersection of straight lines in the Cartesian plane A -- A -- A c) Equations and properties of circles in the Cartesian plane; tangents and normals to given points on a circle A -- A -- A d) Trigonometric properties of triangles (sine, cosine, and tangent); solving equations involving trigonometric functions A -- A -- A e) Properties of vectors and their sums and differences A -- A -- A Page 4

5 2 Professional Development 9 In your school, how often do you have the following types of interactions with other teachers? Daily or almost daily 1-3 times per week 2 or 3 times per month Never or almost never a) Discussions about how to teach a particular concept -- A -- A -- A---A b) Working on preparing instructional materials A -- A -- A---A c) Visits to another teacher s classroom to observe his/her teaching A -- A -- A---A d) Informal observations of my classroom by another teacher A -- A -- A---A 11 In the past two years, have you participated in professional development in any of the following? a) Mathematics content A---A b) Mathematics pedagogy/instruction ---- A---A c) Mathematics curriculum A---A d) Integrating information technology into mathematics A---A e) Improving students critical thinking or problem-solving skills A---A f) Mathematics assessment A---A 10 A. Are you a member of <professional organization for mathematics teachers>? A---A B. In the past two years, have you regularly participated in activities sponsored by <professional organization for mathematics teachers>? A---A 12 In the past two years, have you taken part in any of the following activities in mathematics? a) I attended a workshop or conference --- A---A b) I gave a presentation at a workshop or conference A---A c) I published an article in a journal or magazine for teachers (print or online) -- A---A d) I took part in an innovative project for curriculum and instruction A---A e) I exchanged information online about how to teach mathematics (e.g., , forums, website) A---A Page 5

6 12 Your School Thinking about your current school, indicate the extent to which you agree or disagree with each of the following statements. Disagree a lot Disagree Agree Agree a lot a) This school is located in a safe neighborhood A -- A -- A---A b) I feel safe at this school ---- A -- A -- A---A c) This school s security policies and practices are sufficient - A -- A -- A---A In your current school, how severe is each problem? Serious problem Minor Problem t a problem a) The school building needs significant repair A -- A---A b) Classrooms are overcrowded A -- A---A c) Teachers do not have adequate workspace outside their classroom A -- A---A 15 How would you characterize each of the following within your school? Very low Low Medium High Very high a) Teachers job satisfaction A -- A -- A -- A---A b) Teachers understanding of the school s curricular goals A -- A -- A -- A---A c) Teachers degree of success in implementing the school s curriculum A -- A -- A -- A---A d) Teachers expectations for student achievement A -- A -- A -- A---A e) Support for teachers professional development A -- A -- A -- A---A f) Parental support for student achievement - A -- A -- A -- A---A g) Parental involvement in school activities --- A -- A -- A -- A---A h) Students regard for school property A -- A -- A -- A---A i) Students desire to do well in school A -- A -- A -- A---A Page 6

7 3 The TIMSS Class The remaining questions refer to the <TIMSS class>. Remember, the TIMSS class refers to students you are teaching in the mathematics group, which is identified on the cover of this questionnaire and will be tested as part of TIMSS Advanced 2008 in your school. 16 How many students are in the <TIMSS class>? Write in the number of students 19 A. Do you use a textbook as the basis for instruction in teaching mathematics to the <TIMSS class>? A---A 17 How many minutes per week do you teach mathematics to the <TIMSS class>? B. Does each student have his or her own textbook? A---A 18 Write in the number of minutes per week Please convert the number of instructional hours or periods into minutes. How many minutes per week do you usually spend preparing to teach the <TIMSS class>? Write in the number of minutes per week Please convert the number of hours into minutes. C. How often do you require students to do the following? Never Some lessons About half the lessons Every or almost every lesson a) Do problems or exercises from their textbooks A -- A -- A---A b) Read the textbook examples of how to do problems or exercises A -- A -- A---A c) Read about mathematical theory from their textbooks A -- A -- A---A Page 7

8 2 Teaching Mathematics to the TIMSS Class 20 In a typical week of mathematics lessons for the <TIMSS class>, what percentage of time is spent on each of the following activities? Write in the percent The total should add to 100% a) Teaching new material to the whole class % b) Students working problems on their own or with other students % c) Reviewing and summarizing what has been taught for the whole class % d) Reviewing homework % e) Re-teaching and clarifying content/procedures for the whole class % f) Oral or written tests or quizzes % g) Classroom management tasks not related to the lesson s content/purpose (e.g., interruptions and keeping order) % h) Other activities % Total % 21 In teaching mathematics to the students in the <TIMSS class>, how often do you usually ask them to do the following? Never Some lessons About half the lessons Every or almost every lesson a) Memorize formulas and procedures A -- A -- A---A b) Solve problems like the examples in their textbooks A -- A -- A---A c) Use mathematical terms to represent relationships -- A -- A -- A---A d) Discuss problem-solving strategies A -- A -- A---A e) Decide on their own procedures for solving complex problems A -- A -- A---A f) Communicate their arguments A -- A -- A---A Page 8

9 22 In your view, to what extent do the following limit how you teach the <TIMSS class>? A lot Some A little t at all Students a) Students with different academic abilities A -- A -- A---A b) Students who come from a wide range of backgrounds (e.g., economic, language) -- A -- A -- A---A c) Students with special needs (e.g., hearing, vision, speech impairment, physical or learning disabilities) A -- A -- A---A d) Uninterested students A -- A -- A---A e) Disruptive students A -- A -- A---A Resources f) Shortage of graphing calculators A -- A -- A---A g) Shortage of computer hardware A -- A -- A---A h) Shortage of computer software A -- A -- A---A i) Shortage of support for using computers A -- A -- A---A j) Shortage of textbooks for students use A -- A -- A---A k) Shortage of other instructional equipment for students use A -- A -- A---A l) Shortage of equipment for your use in demonstrations and other exercises A -- A -- A---A m) Inadequate physical facilities A -- A -- A---A n) High student/teacher ratio - A -- A -- A---A 23 For <the advanced mathematics track/course that defines the advanced mathematics population> you are teaching the <TIMSS class>, approximately what percentage of teaching time will you have spent on each of the following mathematics content areas by the end of this school year? Write in the percent The total should add to 100% a) Algebra (e.g., patterns, equations, relationships, and functions) % b) Calculus (e.g., limits of functions, first and second derivatives, and evaluating integrals) % c) Geometry (e.g., geometric figures, straight lines and circles in the Cartesian plane, trigonometry, and properties of vectors) % d) Other, please specify: % Total % Page 9

10 2 Teaching Mathematics to the TIMSS Class (Continued) 24 The following list includes the main topics addressed by the TIMSS advanced mathematics test. Choose the response that best describes when students in the <TIMSS class> have been taught each topic. If a topic was taught half this year but not yet completed, please choose Mostly taught this year. If a topic is not in the curriculum, please choose t yet taught or just introduced. t yet taught or just introduced Mostly taught this year Mostly taught before this year A. Algebra a) Operations with complex numbers A -- A -- A b) The n th term of numeric and algebraic series and the sums to n terms or infinity of series A -- A -- A c) Problems involving permutations, combinations, and probability A -- A -- A d) Linear, simultaneous, and quadratic equations and inequalities; surd (radical) equations, logarithmic, and exponential equations A -- A -- A e) Equivalent representations of functions as ordered pairs, tables, graphs, formulas, or words A -- A -- A f) Values of functions, including rational functions, for given values and ranges of the variable; function of a function A -- A -- A B. Calculus a) Limits of functions including rational functions; conditions for continuity and differentiability of functions A -- A -- A b) Differentiation of functions (including polynomial, exponential, logarithmic, trigonometric, rational, radical, composite, and parametric functions); differentiation of products and quotients A -- A -- A c) Using derivatives to solve problems (e.g., in kinematics, optimization, and rates of change) A -- A -- A d) Using first and second derivatives to determine gradient, turning points, and points of inflection of functions A -- A -- A e) Integrating functions (including polynomial, exponential, trigonometric, and rational functions); evaluating definite integrals A -- A -- A C. Geometry a) Properties of geometric figures; proving geometric propositions in two and three dimensions A -- A -- A b) Gradients, y-axis intercepts, and points of intersection of straight lines in the Cartesian plane A -- A -- A c) Equations and properties of circles in the Cartesian plane; tangents and normals to given points on a circle A -- A -- A d) Trigonometric properties of triangles (sine, cosine, and tangent); solving equations involving trigonometric functions A -- A -- A e) Properties of vectors and their sums and differences A -- A -- A Page 10

11 3 Calculators and Computers in the TIMSS Class During mathematics lessons, how often do you use a computer to demonstrate mathematics for the whole class? Never Some lessons About half the lessons Every or almost every lesson A -- A -- A---A A. Do the students in the <TIMSS class> use any of the following during mathematics lessons? a) Calculators A---A b) Computers A---A c) Other computing technology A---A 27 How often do students in the <TIMSS class> use calculators or computers in their mathematics lessons for the following activities? Never Some lessons About half the lessons Every or almost every lesson a) Drawing graphs of functions A -- A -- A---A b) Solving equations A -- A -- A---A c) Manipulating algebraic expressions A -- A -- A---A d) Modeling and simulation --- A -- A -- A---A e) Numerical integration A -- A -- A---A f) Processing and analyzing data A -- A -- A---A B. If the students use calculators, what kind of calculators do most of them use? Simple calculators basic functions only (+,,,, %, or ), without functions like log, sin, cos O Scientific calculators basic functions (+,,,, %, or ) and also functions like log, sin, cos O Graphing calculators scientific and also able to display some graphs O Symbolic calculators graphing and also able to solve expressions in symbolic terms O C. If the students use computers, do any of the computers have access to the Internet? A---A Page 11

12 4 Homework Do you assign mathematics homework to the <TIMSS class>? A---A If, please go to question 32 How often do you usually assign mathematics homework to the <TIMSS class>? Every or almost every lesson A About half the lessons A Some lessons A 31 How often do you assign the following kinds of mathematics homework to the <TIMSS class>? Never or almost never Sometimes Always or almost always a) Doing problem/question sets ---- A -- A---A b) Reading the textbook A -- A---A c) Memorizing formulas and procedures A -- A---A d) Gathering, analyzing, and reporting data A -- A---A e) Finding one or more applications of the content covered A -- A---A 30 When you assign mathematics homework to the <TIMSS class>, about how many minutes do you usually assign? (Consider the time it would take an average student in your class.) 30 minutes or less A minutes A minutes A More than 90 minutes A Page 12

13 5 Assessment 32 How much emphasis do you place on the following sources to monitor students progress in mathematics? emphasis Little emphasis Some emphasis Major emphasis a) Classroom tests (e.g., teacher-made or textbook tests) A -- A -- A---A b) Informal assessment A -- A -- A---A c) <Other test> A -- A -- A---A 34 What item formats do you typically use in your mathematics tests or examinations? Only constructed response A Mostly constructed response A About half constructed response and half objective (e.g., multiple choice) A Mostly objective A Only objective A 33 How often does the <TIMSS class> take a mathematics test or examination for a grade? At least once a month A About every other month A About 2 or 3 times a year A Never A 35 How often do you include the following types of questions in your mathematics tests or examinations? Never or almost never Sometimes Always or almost always a) Questions based primarily on recall of facts and procedures --- A -- A---A b) Questions involving application of mathematical procedures A -- A---A c) Questions involving searching for patterns and relationships A -- A---A d) Questions requiring explanations or justifications A -- A---A Page 13

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15 Thank You for completing this questionnaire

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