Main Article Content
The results of the Third International Study in Mathematics and Science Education (TIMSS) were published in 1996/7. Since that time the participating countries have reacted in a variety of ways to the comparative performance of their students. This article investigates the diverse effects these reactions have had on mathematics curricula and teaching methodologies in a selection of these countries, within the context of a wider analysis of the motivations which determine change in education.
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How to Cite
Macnab, D. S. (2000). Forces for Change in Mathematics Education: The Case of TIMSS. Education Policy Analysis Archives, 8, 15. https://doi.org/10.14507/epaa.v8n15.2000