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 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.

Describing cognitive orientation of Calculus I tasks across different types of coursework

“…Using this definition of curriculum helps us to locate our study within the broader idea of curriculum: the cognitive dimension of the implemented curriculum (see Figure 1). (Valverde et al 2002) and curricular dimensions (Mesa, Gomez, & Cheah 2013;Rico et al 1997) and where our study falls in the matrix. Adapted from Mesa et al 2013.…”

Incidence of Contextual Variables on School Mathematical Achievement

“…The main purpose of the results and conclusions of the PISA Reports is to guide the education policies of the participating countries, all with a view to the generalization of reforms that favor the improvement of the .086 * Significant to 5% (p < .05) ** Significant to 1% (p < .01) Source: Own elaboration, 2019 9 / 13 educational achievements of the students (Mesa, Gómez, & Cheah, 2013). These changes and innovations affect all the elements included in the educational processes, especially striking in relation to the evaluation, which entails a necessary redefinition of the connections between all the elements that constitute the school practices: curriculum, students, teaching team, families and environment.…”

El rendimiento matemático excelente en las evaluaciones PISA

“…Ello justifica la trascendencia que ha tomado este proyecto de evaluación en las últimas dos décadas, desde los años 1997 que comenzó su diseño teórico hasta 2016 que se han publicado los resultados de su última edición. Sus resultados y sus conclusiones favorecen el diseño e implementación de reformas educativas con vistas a mejorar el rendimiento académico de los alumnos (Mesa, Gómez & Cheah, 2013).…”