Over the past few decades, researchers, policy makers, educators and the general public, who have an interest in mathematics education in different countries, pay a great deal of attention to the results from international comparative studies. Of great interest to the international studies is the results of Eastern students consistently achieving higher marks among the participating countries. In recent years, we have seen a climate of intense global economic competition and a growing belief in the key role of education, which have persuaded governments to become increasingly obsessed with the international rankings of measured educational outcomes. Accordingly, educational policy is increasingly driven by national attempts to “copy” the perceived advantage associated with the educational strategies and techniques of other countries. In this note, we present a discussion of the benefits and criticisms of one of these international comparative studies: Trends in International Mathematics and Science Study (TIMSS) studies. In so doing, we attempt to call attention to a continuously growing culture of “teaching to the test” in mathematics education.
|Number of pages||6|
|Journal||International Journal of Mathematical Education in Science and Technology|
|Early online date||18 Apr 2017|
|Publication status||Published - 17 Nov 2017|
- international comparative studies
- mathematics education
- Eastern countries
- the 'teaching to the test' culture
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- Moray House School of Education and Sport - Lecturer in Mathematics Education
- Institute for Education, Teaching & Leadership
Person: Academic: Research Active