Abstract:

Introduction:
In "The Trends in International Mathematics and Science Study" (TIMSS) 2011 report, high levels of motivation and engagement in learning were clearly found to be strongly associated with higher levels of student achievement. It is also found that mathematics instruction limited by students who had a lack of prerequisite knowledge or skills. These factors are overlapped with each other. A lack of prerequisite knowledge among some students in mathematics class can affect teachers’ performance to engage students in learning. Low levels of motivation can also lead to a less engaged student and vice versa. This could be the case for every teaching instruction. In case of the PBL teaching strategy, a level of engagement in problem solving processes and the ability of that problem to motivate students to learn with no lack of prerequisite knowledge or skills among students can lead to remarkable outcomes.

The purpose of the research:
This paper attempts to improve teaching practice, a PBL case, in light of TIMSS report.

Methodology:
Effective TIMSS factors in the learning environment of Mathematics classroom will be extracted from the TIMSS report 2011. Then these factors will be matched to the PBL theory to see how the PBL theory supports these effective factors. The next step is to review the empirical studies to identify the gap between theory and practice which exist as a result of many obstacles. Finally the research will attempt to overcome the barriers to narrow the gap between theory and practice which will be done by inductive reasoning works.

Conclusion:
The result of this research could provide any teaching instruction, particularly PBL, with effective principles which can lead to remarkable outcomes.

Keywords:

TIMSS, PBL, engagement, motivation, prerequisite knowledge or skills, Mathematics education.