Are Mathematics Curricula Harmonizing Globally Over Time? Evidence from TIMSS National Research Coordinator Data

Abstract

Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore this issue. In addition to background questionnaires given to students, teachers and schools, a curriculum questionnaire was completed by each national research coordinator (NRC) in all participating countries in each TIMSS cycle. In the present study, data from 2003, 2007, 2011 and 2015 was used. The analyses focused on the information about the extent to which the national mathematics curriculum covered certain topics in the subdomains of mathematics tested in TIMSS Grade 8. Growth curve modeling and latent profile analyses were applied to uncover the development trend and countries' unobserved profiles in mathematics content domains of Number, Algebra, Geometry, and Data. Three clusters of countries were identified. Most countries belonged to the same profile in the later cycles of TIMSS. The study found indications of a general harmonization with respect to number of topics covered in countries' curricula over time, thus contributing to discussions of policy implications of a global curriculum.

Kuwaiti Students’ Achievements in Mathematics: Findings From the TIMSS Assessments: Reality and Reasons

“…Careful analysis of student assessment results can help schools plan instructional improvements (Murnane et al, 2005). Studies showed that large-scale international assessments can be a valuable resource for studying global trends and evolving systems in education, and provide important data for studying the context and processes of education and development (Johansson & Hansen, 2018; Strietholt & Scherer, 2018; Torney-Purta & Amadeo, 2013). Braslavsky (2005) states that increased participation of developing countries in large-scale assessment programs coincides with a shift in global focus from educational quantitative indicators such as enrolment rates to focus more on quality of education.…”

An Evaluation of SEIE, LDE, fBEtSE and HSTE by Mathematics Teachers

“…Uğurel, Moralı and Kesgin (2012) analyzed SEIE, LDE and TIMSS Math Questions in a comparative manner within the framework of 'MATH Taxonomy', and they found that there are questions containing information at the level of routine procedures in TIMMS and adapting to new situations in SEIE. Most countries organize their education systems by taking into account the results of international exams such as PISA (Figazzolo, 2009;Johansson & Hansen, 2019;Kadijevich, 2019;Mullis & Martin, 2017;Mullis, Martin, Goh, & Cotter, 2016;Mullisat all, 2012). In a study, Bal (2012) scaled the factors that are thought to be effective in LDE achievement with the law of ranking judgments and found that individual characteristics such as self-confidence, will to succeed, attention and motivation are the main factors affecting students' LDE achievement.…”

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“…Thus, the countries participating in the exam can follow their own developments on the one hand, they have the opportunity to compare their results with other countries on the other (MoNE, 2016). Countries also have the opportunity to review their curricula and shape education reforms accordingly (Hiebert et al, 2003;Johansson & Hansen, 2019;MoNE, 2016). As a matter of fact, it can be claimed that the content of international exams is taken as criteria in the structuring of learning domains and learning outcomes while adapting the curricula by the Ministry of National Education [MoNE] in Türkiye (MoNE, 2018).…”