Opportunity to Learn Mathematics and Science

Abstract

IEA’s Trends in International Mathematics and Science Study (TIMSS) uses the curriculum as the major organizing concept in considering how educational opportunities are provided to students. “Opportunity to learn” is generally defined by the instructional time spent on a specific subject area and instructional content. TIMSS data can be used to analyze key aspects surrounding students’ opportunities to learn mathematics and science, in combination with background factors that influence how students use these opportunities. The results concerning opportunity to learn can be compared at different levels, related to the prescribed curriculum, the implemented curriculum, and attained educational goals. Across the Dinaric region, the TIMSS 2019 data showed that there were some discrepancies between intended, implemented, and attained curricula. Officially prescribed contents in national curricula differed from the teacher reports of content taught in school. The analyses also revealed that there were no significant common relations between the percentage of students that were taught the topics and mean national achievement in TIMSS 2019 across the Dinaric region and that, contrary to expectations, school content coverage could not solely explain observed student achievement. Other important elements may have a mediating effect, such as the quality of instruction or time and opportunities available for learning outside school.