Forces for Change in Mathematics Education: The Case of TIMSS | Zendy

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Forces for Change in Mathematics Education: The Case of TIMSS

Author(s) -

Donald Macnab

Publication year - 2000

Publication title -

education policy analysis archives

Language(s) - English

Resource type - Journals

ISSN - 1068-2341

DOI - 10.14507/epaa.v8n15.2000

Subject(s) - mathematics education , curriculum , context (archaeology) , variety (cybernetics) , comparative education , selection (genetic algorithm) , pedagogy , political science , higher education , sociology , psychology , mathematics , computer science , geography , statistics , artificial intelligence , law , archaeology

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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