Forces for Change in Mathematics Education: The Case of TIMSS

Donald S. Macnab

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.

Keywords


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

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DOI: http://dx.doi.org/10.14507/epaa.v8n15.2000

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