Issues Relating to Curriculum, Policy and Gender Raised by National and International Surveys of Achievement in Mathematics

Autor/in	Robertson, Isobel
Titel	Issues Relating to Curriculum, Policy and Gender Raised by National and International Surveys of Achievement in Mathematics
Quelle	In: Assessment in Education: Principles, Policy and Practice, 12 (2005) 3, S.217-236 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Gender Differences; Surveys; Foreign Countries; International Studies; Mathematics Achievement; Instructional Improvement; Educational Policy; Cultural Differences; Comparative Analysis; Mathematics Instruction; France; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Survey; Umfrage; Befragung; Ausland; Internationaler Studiengang; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsqualität; Politics of education; Bildungspolitik; Kultureller Unterschied; Mathematics lessons; Mathematikunterricht; Frankreich
Abstract	Scottish schools have provided performance data for five international surveys of attainment in mathematics since 1990. Performance measured against national targets and progression over time and between age-stages have been monitored nationally, on a regular basis, for 20 years, within the Assessment of Achievement Programme (AAP) (Scotland). The 1994 AAP mathematics survey findings facilitated interpretation of the age 9 and 13 TIMSS results for Scotland. Both studies were influential in formulation of national policies to improve learning and teaching of mathematics, at ages 5-14. Research available to support policies recommended in 1997 is examined. Concerns about validity and reliability of findings from international studies are discussed in the context of a collaboration undertaken between Scotland and France in 1994. It is concluded that simplistic comparisons ignore important cultural and curricular differences. Outcomes of more recent national and international surveys are reported and performance findings from 1988-2000 that relate to gender are reviewed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10