In:
Zeitschrift für Erziehungswissenschaft, Springer Science and Business Media LLC
Abstract:
According to the perception in particular of universities teachers, the skills of upper secondary school graduates in mathematics have been steadily declining for decades. However, there have been hardly any empirical studies on the trend development of mathematics performance in upper secondary schools. In order to investigate whether the assumed negative trend development can be empirically proven, the mathematics performance of upper secondary school graduates in Hesse and Schleswig-Holstein was examined. For this purpose, we conducted a secondary analysis of data from the First International Mathematics Study (FIMS) of 1964 and the Third International Science and Mathematics Study (TIMSS) of 1996. In this analysis, the data from FIMS and TIMSS were rescaled using item response theory and linked using the nine trend items via mean-mean linkage. Subsequently, the 1964 and 1996 mathematics performances were transformed into the TIMSS metric by an equipercentile equating and classified into the TIMSS proficiency level model. The results showed no significant difference in mathematics performance between upper secondary school graduates of 1964 and 1996 in Hesse and Schleswig-Holstein and that the assumed negative trend development could not be empirically substantiated for these two federal states.
Type of Medium:
Online Resource
ISSN:
1434-663X
,
1862-5215
DOI:
10.1007/s11618-023-01176-6
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2023
detail.hit.zdb_id:
1398745-8
detail.hit.zdb_id:
2269588-6
SSG:
5,3
