Mathematische Kompetenzen von Lernenden aus SINUS-Grundschulen im Vergleich zu TIMSS 2011
Mathematics achievement of students in SINUS primary schools - A comparison with TIMSS 2011
Contribution to collected edition/anthology › Transfer › Peer reviewed
Publication data
| By | Inger Marie Dalehefte, Karen Rieck, Heike Wendt, Daniel Kasper, Olaf Köller, Wilfried Bos |
| Original language | German |
| Published in | Heike Wendt, Tobias C. Stubbe, Knut Schwippert, Wilfried Bos (Eds.), 10 Jahre international vergleichende Schulleistungsforschung in der Grundschule: Vertiefende Analysen zu IGLU und TIMSS 2001 bis 2011 |
| Pages | 185-200 |
| Editor (Publisher) | Waxmann |
| ISBN | 978-3-8309-3333-5 |
| Publication status | Published – 2015 |
The German professional development program SINUS was initiated 1998 in reaction to the disappointing German results in TIMSS. Since then, four SINUS-programs were conducted to enhance the quality of science and mathematics instruction by supporting teachers with a framework of modules to work on. In this chapter we describe a study of the last program SINUS for Primary Schools which compares mathematics competencies of fourth grade SINUS-Students with students in regular schools using TIMSS 2011 assessment. Findings show that SINUS students’ competencies are above TIMSS 2011 average in all mathematics content and cognitive domains. In addition SINUS shows a lower percentage of students on the lowest benchmark level. The findings need to be interpreted carefully because of the cross-sectional design of the study, but they corroborate the assumption that the SINUS-intervention has reached the student level, and that especially the weaker students have profited from the program. The findings correspond to former results of the SINUS study conducted in secondary school. All in all, the findings show the importance of programs aiming at teacher professionalization and instructional development.
