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Influence of International Studies of Student Achievement on Mathematics Teaching and Learning

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Third International Handbook of Mathematics Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 27))

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.

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Acknowledgements

The authors thank Ms. Heejoo Suh for her invaluable bibliographic research skills and the three reviewers who raised important points that helped us clarify our argument.

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Authors and Affiliations

  1. University of Michigan, Ann Arbor, MI, USA

    Vilma Mesa

  2. Universidad de Granada, Granada, Spain

    Pedro Gómez

  3. Universidad de Los Andes, Bogotá, Colombia

    Pedro Gómez

  4. SEAMEO-RECSAM, Penang, Malaysia

    Ui Hock Cheah

Authors
  1. Vilma Mesa
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  2. Pedro Gómez
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  3. Ui Hock Cheah
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Corresponding author

Correspondence to Vilma Mesa .

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Editors and Affiliations

  1. Illinois State University, n/a, Normal, 61790-4520, Illinois, USA

    M.A. (Ken) Clements

  2. Fac. Education, Centre for Science, Mathematics &, Monash University, Clayton, 3800, Victoria, Australia

    Alan J. Bishop

  3. FB Erziehungswissenschaft und, Psychologie, FU Berlin, Habelschwerdter Allee 45, Berlin, 14195, Germany

    Christine Keitel

  4. Dept. Mathematics Education, University of Georgia, Aderhold Hall 105, Athens, 30602-7124, Georgia, USA

    Jeremy Kilpatrick

  5. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Frederick K.S. Leung

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Mesa, V., Gómez, P., Cheah, U.H. (2012). Influence of International Studies of Student Achievement on Mathematics Teaching and Learning. In: Clements, M., Bishop, A., Keitel, C., Kilpatrick, J., Leung, F. (eds) Third International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 27. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4684-2_27

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