Using TIMSS data to explore Nordic struggles with fractions

Abstract

Feeling uncertain when you deal with fractions? You are not alone! Dating back more than 4,000 years, fractions have always played a major role in society. Despite its importance, research shows that many pupils, students, and adults struggle with fractions. A blogger pointed to Nordic grade 8 students struggling more than other students around the globe when trying to solve the task: «Which shows a correct method for finding ⅓ – ¼? », taken from an international large-scale assessment in education called Trends in Mathematics and Science Study (TIMSS). Using TIMSS data from several countries and spanning almost 20 years, we explored the claim that Nordic students struggle more with fractions and/or common denominator tasks than students elsewhere in the world. Focusing on tasks in mathematics, the results show that Nordic students, neither struggle more on fractions tasks than non-fraction tasks, nor struggle more on common denominator tasks than non-common denominator tasks. A similar pattern is seen within each of the countries included in this study. However, not limited to the specific student cohort mentioned in the blog, but also other cohorts of Nordic students struggle with specific tasks similar to «Which shows a correct method for finding ⅓ – ¼? ». Future research could explore why: For example, are there noticeable cross-cultural differences in instructions and textbooks used.