Employing the TIMSS international study tools to evaluate mathematical competencies in future teachers of mathematics

Abstract

The aim of this study is to carry out a comparative assessment of the quality and progress trends in mathematical and natural science education based on a comparative analysis of the corresponding indicators for schoolchildren (grades 4 and 8). In 2019, over 50 countries joined the TIMSS monitoring study. In 2015, an extended study (Advanced TIMSS) was carried out, which implies a focus on the performance of students on their final year in school. This paper examines the results of Advanced TIMSS testing held involving undergraduate students of the North-Caucasus Federal University majoring in mathematical areas and planning to work in the field of education. The purpose of this pedagogical research is to identify the level of mathematical literacy among future teachers of mathematics, in view of international educational trends.