Influence of international studies of student achievement on mathematics teaching and learning

Abstract

In this chapter, we present findings regarding the ways in which the results of international studies of student achievement have influenced the teaching and learning of mathematics in the classroom. We put forward a model of curriculum composed of four levels (global, intended, implemented, and attained) and four dimensions (conceptual, cognitive, formative, and social). This model allows us to describe the differences between two major international studies of student achievement-the Trends in the International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA)-and to situate the influences of these studies on classroom practice. Our search revealed that the question of how these studies have directly affected practice has not been systematically addressed. Although we found that there have been some influences of the international studies on classroom practice-for example, in the language used in public documents, in the localization of curriculum design, and in the impact of using imported textbooks-research on these influences has been conducted mostly in isolation, without any coherent plan. We use our curriculum model to propose a research agenda on three major issues: the impact of the notion of competency and the use of the studies' frameworks; curriculum control, design, and management; and teacher preparation and development and textbook use.