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

Autores/as

  • Donald S. Macnab Northern College, Aberdeen, Scotland

DOI:

https://doi.org/10.14507/epaa.v8n15.2000

Palabras clave:

Curriculum Development, Educational Change, Foreign Countries, Mathematics Education, Mathematics Instruction, Teaching Methods, Test Results, Test Use

Resumen

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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Biografía del autor/a

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.

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Publicado

2000-02-28

Cómo citar

Macnab, D. S. (2000). Forces for Change in Mathematics Education—: The Case of TIMSS. Archivos Analíticos De Políticas Educativas, 8, 15. https://doi.org/10.14507/epaa.v8n15.2000

Número

Vol. 8 (2000)

Sección

Articles