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 Sciences 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 some influences of the international studies on classroom practice do exist-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 areas: the impact of the notion of competency and the use of the studies' frameworks; curriculum control, design, and management; teacher preparation and development and textbook use.

The TSG13 program was organized to focus on the following themes:• Curricular issues in school geometry • Technological tools and environments for the study of geometry • Applications of geometry for modeling real world situations and the study of other disciplines • Connections between geometry and the study of other branches of mathematics • Connections between geometry and mathematical practices and processes such as argumentation and proof, visualization, figuration, and instrumentation • Student conceptions and learning of geometrical ideas and their use in geometric problem solving • Youth and adult geometrical competencies out of school and at the workplace • Practices and problems in the teaching of geometry • Geometry, teacher preparation, and teacher knowledge.Alain Kuzniak from Université Paris Diderot was the invited speaker for TSG13. His keynote touched on the need of theoretical benchmarks in Geometry Education

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Este articulo examina el desarrollo del Lesson Study en Malasia. El Lesson Study se introdujo en Malasia como estudios de investigación a pequeña escala a partir de 2004. Esto siguió a la participación del país en el Proyecto de Lesson Study del APEC HRDWG como parte de cooperación internacional. En 2011, el Lesson Study fue mejorado, reconceptualizado e incluido en el Professional Learning Community Project nacional (en espanol, Proyecto Comunitario de Aprendizaje Profesional nacional). Si bien los comentarios generales de estos eventos muestran el gran potencial del Lesson Study en curso como un enfoque de desarrollo profesional, también hubo una falta de confianza entre los maestros para implementar el Lesson Study por su cuenta. Este artículo discute las implicaciones de estos eventos desde el punto de vista de las necesidades de la comunidad profesional de educación matemática. El texto incluye sugerencias para revitalizar y sostener el Lesson Study en Malasia.