Conclusions about using TIMSS and TIMSS advanced data to explore student misconceptions, errors, and misunderstandings in physics and mathematics

Abstract

Assessment items from twenty years of TIMSS and TIMSS Advanced assessments enabled the identification of specific types of student misconceptions, errors, and misunderstandings related to two core concepts (gravity in physics and linear equations in mathematics). Results across grade levels, genders, and assessment years for five countries (Italy, Norway, the Russian Federation, Slovenia, and the United States) were compared. In physics, misconceptions and misunderstandings related to gravity were common across all five countries; for most misconceptions at each grade level, at least 25% of students demonstrated the misconception, and, in some countries, >50% of students demonstrated certain misconceptions. Errors and misunderstandings related to linear equations were extremely common across all five countries; on average >50% of students demonstrated errors at each grade level. Gender differences were found at all three grade levels, but to a greater extent in physics than in mathematics. Classroom teachers who are aware of the misconceptions or types of errors students may make will be able to plan for and provide additional support to their students when they are teaching these concepts. TIMSS resources can provide in-depth information about students’ level of understanding, and their misconceptions and errors, across a range of core mathematics and science concepts. Access to released assessment items, scoring rationales, and actual student responses may allow researchers to undertake even richer secondary data analysis.