Forces for Change in Mathematics Education—: The Case of TIMSS

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Abstract

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
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Author Biography

Donald S. Macnab, Northern College, Aberdeen, Scotland

Donald Macnab is Senior Research Fellow and Professor of Mathematics Education at Northern College, a teacher education institution affiliated with the UK Open University. He has published two books and a number of papers, and led a Scottish Education Department study into the mathematical attainments of Scottish Primary and Secondary schoolchildren - the Assessment of Achievement Programme. He is currently undertaking an extensive investigation into factors and processes with underly and influence curriculum development and change, with a particular reference to mathematics.