International comparative studies in mathematics education: are we obsessed with the international rankings of measured educational outcomes?

• Tsung-Lung Tsai ^[1] ; Hui-Chuan Li ^[2]
  1. [1] National Changhua University of Education

     National Changhua University of Education

     Taiwán

     
  2. [2] Universiti Brunei Darussalam

     Universiti Brunei Darussalam

     Brunéi

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 8, 2017, págs. 1262-1267
• Idioma: inglés
• DOI: 10.1080/0020739x.2017.1315189
• Texto completo no disponible (Saber más ...)
• Resumen

  • Over the past few decades, researchers, policy makers, educators and the general public, who have an interest in mathematics education in different countries, pay a great deal of attention to the results from international comparative studies. Of great interest to the international studies is the results of Eastern students consistently achieving higher marks among the participating countries. In recent years, we have seen a climate of intense global economic competition and a growing belief in the key role of education, which have persuaded governments to become increasingly obsessed with the international rankings of measured educational outcomes. Accordingly, educational policy is increasingly driven by national attempts to “copy” the perceived advantage associated with the educational strategies and techniques of other countries. In this note, we present a discussion of the benefits and criticisms of one of these international comparative studies: Trends in International Mathematics and Science Study (TIMSS) studies. In so doing, we attempt to call attention to a continuously growing culture of “teaching to the test” in mathematics education.