HARMONIZING TIMSS TASKS WITH THE NATIONAL CURRICULUM IN PRIMARY SCHOOL MATHEMATICS LESSONS
Abstract
This research examines the scientific basis for aligning TIMSS assessment materials with the requirements of the national curriculum in primary school mathematics lessons. The study examines the structure, assessment criteria, and cognitive domains of TIMSS tasks and explores ways of integrating them into the current mathematics teaching process. Furthermore, methodological opportunities for incorporating TIMSS-type problems into lessons based on competency-based requirements of the national curriculum are highlighted. The article presents sample integrative tasks and substantiates their role in developing students’ logical thinking, problem-solving skills, and functional literacy. The conducted analysis demonstrates that integrating TIMSS criteria into the national educational content can enhance the mathematical competencies of primary school students.
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