ERIC Number: EJ1157033
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
International Comparative Studies in Mathematics Education: Are We Obsessed with the International Rankings of Measured Educational Outcomes?
Tsai, Tsung-Lung; Li, Hui-Chuan
International Journal of Mathematical Education in Science and Technology, v48 n8 p1262-1267 2017
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.
Descriptors: International Studies, Comparative Analysis, Mathematics Education, Outcomes of Education, Teaching Methods, Achievement Tests, Elementary Secondary Education, Foreign Countries, Mathematics Tests, Mathematics Achievement, Science Achievement, Science Tests, International Assessment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study