Level of Middle School Students’ Achieving Objectives Common with Developed Countries in Mathematics
Bibliographic record
Abstract
Purpose: This study aims to determine the achieving level of eighth grade students in Türkiye to mathematics objectives common with the developed countries (namely the USA, Canada, Japan and Germany) in Mathematics, and the factors affecting this level. Design/Methodology/Approach: Descriptive research design was used in this study. The sample of this study consisted of 538 eighth graders and 15 mathematics teachers in middle schools located in central districts with high socioeconomic status in capital city of Türkiye. In this study, curriculum analysis form, mathematics achievement test (KR 20=.86) and teacher interview form were used as data collection tools. Findings: Results indicated that some of the mathematical skills, learning areas and objectives were different in curricula, the achieving level of common objectives by students is low (63%) and Turkish teacher’s opinions on mathematics course pointed about the arrangements for the countries that aim to succeed in mathematics. Highlights: There are similarities and differences in the mathematics curricula of developed countries and Türkiye. The mathematics achievement of students attending schools in the capital city of Türkiye, which has a centralized education system, is below the expected level. Mathematics teachers state that arrangements should be made in the curriculum and implementation of it.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".