TIMSS 2010/11: Improving mathematics: How do other TIMSS countries do it? Publications
Publication Details
This paper combines information on mathematics from Year 5 and Year 9 in New Zealand and internationally. It addresses the question: ‘Why do some TIMSS countries consistently rank highly in mathematics achievement or what have they done to improve achievement?’ The focus is on countries which are either consistently high performers in mathematics or have shown great improvements over time.
Author(s): Robyn Caygill, Comparative Education Research, Ministry of Education
Date Published: November 2016
This report is available as a download (please refer to the 'Downloads' inset box). For links to related publications/ information that may be of interest please refer to the 'Where to Find Out More' inset box.
Summary
Introduction
This paper addresses the question: 'Why do some TIMSS countries consistently rank highly in mathematics achievement OR what have they done to improve achievement?'It focuses on countries which are either consistently high performers in mathematics or have shown great improvements over time. Countries examined are England, Hong Kong SAR, the Islamic Republic of Iran, Norway, Portugal, Slovenia, Republic of Korea, Lithuania, Chinese Taipei, the Netherlands, and Finland. The paper covers the following topics:
- Achievement
- Changes over time at a system level
- Curriculum
- Test item match with the country's curriculum
- Percentage of students taught topics in the TIMSS framework
- Teacher training regulations and expectations
- Professional learning and development
- Teacher confidence and preparation to teach
- Teaching and learning activities
- Starting age and pre-primary education
- Student confidence
The topics have been chosen as ones where New Zealand 'stands out' in the international tables as being different from many other countries or are areas where the Ministry of Education can influence.
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