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TIMSS 1999 International Mathematics Report
Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade

Ina V.S. Mullis, Michael O. Martin, Eugenio J. Gonzalez, Kelvin D. Gregory, Robert A. Garden, Kathleen M. O'Connor, Steven J. Chrostowski, Teresa A. Smith

Download the entire report, 5.4 MB

Download by Chapter (see table below)

CHAPTERS CONTENT
Table of Contents
EXECUTIVE SUMMARY
INTRODUCTION
Chapter 1 International Student Achievement in Mathematics
Chapter 2 Performance at International Benchmarks
Chapter 3 Average Achievement in the Mathematics Content Areas
Chapter 4 Students' Backgrounds and Attitudes Towards Mathematics
Chapter 5 The Mathematics Curriculum
Chapter 6 Teachers and Instruction
Chapter 7 School Contexts for Learning and Instruction
Reference 1 Students' Backgrounds and Attitudes Towards Mathematics
Reference 2 The Mathematics Curriculum
Reference 3 Teachers and Instruction
Reference 4 School Contexts for Learning and Instruction
Appendix A Overview of TIMSS Procedures: Mathematics Achievement
Appendix B Multiple Comparisons of Average Achievement in Mathematics Content Areas
Appendix C The Test-Curriculum Matching Analysis: Mathematics
Appendix D Percentiles and Standard Deviations of Mathematics Achievement
Appendix E Acknowledgments

Errata for the printed version of the report

The above electronic files include the changes noted below.

Exhibit 2
Page 19
Years of formal schooling for the Czech Republic is 8.
Exhibit 1.6
Page 43
Lower quarter international benchmark of achievement (25th percentile) is 396.
Exhibit 2.2
Page 64
The correct answer is B in Example Item 1.
Exhibit 6.20 Page 219 The international average percentage of students with access to the Internet at home is 19. The international average percentage of students with access to the Internet at school is 27 with a standard error of 0.4. The international average percentage of students who use the World Wide Web to access information for mathematics projects at least once a month is 10.
Exhibit R1.13 Page 264 Slight corrections have been made to the standard errors for all countries for the average hours students spent each day playing computer games.
Exhibit R2.2 Page 269 The percentage of students in Singapore whose schools reported that all classes study similar content but at different levels of difficulty is 0 with a standard error of 0.0.
Exhibit R2.3 Page 271 The symbol for the topic "sets, subsets, union, intersection, venn diagrams" for the Russian Federation is the one corresponding to "only the most advanced students (10% or less)."
Exhibit R2.5 Page 273 The symbol for the topic "simple probabilities – understanding and calculations" for the Czech Republic is the one corresponding to "only the most advanced students (10% or less)."
Exhibit R3.8 Page 294 The standard error for the international average for the percentage of formally scheduled school time averaged across students for curriculum planning is 0.2.
Exhibit D.1
Page 354
Corrections were made to all standard errors.
Page 361 Jan Van Damme has been added to the list of individuals acknowledged for Belgium (Flemish).
Several Information made available after publication of the report required that the sampling weights for Belgium (Flemish) be recomputed. The adjusted sampling weights resulted in slightly but not significantly different calculations for Belgium (Flemish) in the following exhibits: Exhibit 1.6, page 43; Exhibit 4.1, page 118; Exhibit 4.2, page 122; Exhibit 4.4, page 124; Exhibit 4.5, page 128; Exhibit 4.7, page 131; Exhibit 4.8, page 134; Exhibit 4.10, page 140; Exhibit 6.7, page 199; Exhibit 6.18, page 217; Exhibit 7.5, page 240; Exhibit R1.3, page 252; Exhibit R1.5, page 254; Exhibit R1.14, page 265; Exhibit R1.15, page 266; Exhibit R3.11, page 297; Exhibit R3.17, page 303; Exhibit D.1, page 354; Exhibit D.2, page 355.

 


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