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Introduction INTRODUCTION The TIMSS 2015 Encyclopedia: Education Policy and Curriculum in Mathematics and Science is a valuable compendium of how mathematics and science are taught around the world. Each TIMSS 2015 country and benchmarking participant completed the TIMSS 2015 Curriculum Questionnaire and prepared a chapter summarizing key aspects of mathematics and science education. The chapters describe the structure of each education system, the mathematics and science curricula in the primary and lower secondary grades, and overall policies related to mathematics and science instruction (e.g., teacher education, instructional materials, and assessment). The chapters were prepared from each country’s viewpoint, written primarily by experts from ministries of education, research institutes, or institutions of higher education with extensive knowledge about their country’s education system. Taken together, the data from the curriculum questionnaire and the information in the chapters present a concise yet rich portrait of mathematics and science curricula and instruction around the world, and make the TIMSS 2015 Encyclopedia an indispensable resource for policy and research in comparative education. TIMSS 2015: 20 Years of Monitoring Trends IEA’s TIMSS (Trends in International Mathematics and Science Study) aims to help countries improve teaching and learning in mathematics and science. TIMSS 2015 continues this series of international assessments, monitoring educational systems around the world. Starting in the 1960s, IEA (International Association for the Evaluation of Educational Achievement) pioneered international comparative assessments of educational achievement with a study of mathematics achievement, to gain a deeper understanding of the effects of educational policies and practices across countries. IEA is an independent international cooperative of national research institutions and government agencies, with nearly 70 member countries, a secretariat in Amsterdam, the Netherlands, and a thriving data processing and research center in Hamburg, Germany. The TIMSS & PIRLS International Study Center at Boston College has responsibility for the overall direction and management of the TIMSS and PIRLS projects, including design, development, and implementation. Headed by Drs. Ina V.S. Mullis and Michael O. Martin, Executive Directors, the study center is located in the Lynch School of Education at Boston College. TIMSS is an integrated assessment of mathematics and science at the fourth and eighth grades. It has been conducted every four years since 1995, culminating in 20 years of data collection. For countries with data stretching back to 1995, TIMSS 2015 provides the sixth in a series of trend measures. TIMSS 2015 ENCYCLOPEDIA INTRODUCTION 1 TIMSS and TIMSS Advanced in 2015 With the current widespread emphasis on college and career readiness and increasing global competitiveness, TIMSS 2015 was assessed together with TIMSS Advanced 2015. First conducted in 1995 and again in 2008, TIMSS Advanced is the only international assessment that provides essential information about students’ achievement in advanced mathematics and physics. It targets students engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education. This is the first time since 1995 that TIMSS and TIMSS Advanced were assessed together, and both provide 20 years of trend data. Information about the structural characteristics and curricula for students enrolled in programs or tracks focused on advanced mathematics and physics in their final year of secondary school can be found in the upcoming TIMSS Advanced 2015 International Results in Advanced Mathematics and Physics.1 The nine participating countries include France, Italy, Lebanon, Norway, Portugal, the Russian Federation, Slovenia, Sweden, and the United States. The Importance of Country and School Contexts in Making International Comparisons The results of high quality international assessments such as TIMSS 2015 can make important contributions to improving educational quality. Yet it must be kept in mind that countries differ from one another in fundamental ways, and educational systems reflect these differences. TIMSS has the specific goal of increasing understanding of the effects of educational policies and practices within and across countries, and expends substantial effort to address the more substantive and important questions about the meaning of the achievement results. The TIMSS 2015 Encyclopedia provides an overview of the context in which learning mathematics and science takes place in each country. A country’s education system is the result of a series of decisions made in response to the specific goals, priorities, politics, resources, and historical traditions of its government representatives and citizens, and the information in the encyclopedia provides an opportunity to better understand each participant’s contexts for mathematics and science instruction. Fifty-seven countries participated in TIMSS 2015, including some distinct education systems that always have participated separately throughout IEA’s long history (e.g., the Dutch-speaking community of Belgium and Hong Kong SAR). In addition, TIMSS 2015 had seven benchmarking participants, including two Canadian provinces; one US state; two emirates from the United Arab Emirates; Buenos Aires, Argentina; and Norway, benchmarking its lower grades. TIMSS 2015 ENCYCLOPEDIA INTRODUCTION 2 Countries and benchmarking participants could elect to participate in the fourth grade assessment, the eighth grade assessment, or both. Forty-eight countries and 7 benchmarking participants administered the fourth grade assessment, and 40 countries and the 7 benchmarking participants administered the eighth grade assessment. Nationally representative samples of approximately 4,000 students from 150 to 200 schools participated in TIMSS 2015 at each grade. More than 312,000 students participated in TIMSS 2015 at the fourth grade, and a further 270,000 at the eighth grade. TIMSS 2015 ENCYCLOPEDIA INTRODUCTION 3 Demographics of the TIMSS 2015 Countries The TIMSS 2015 participants were from all around the world (on every continent except Antarctica), and represented a wide range of geographic and economic diversity. Because such factors as population size and economic resources can impact educational policies, the following table presents selected information about the demographic and economic characteristics of the TIMSS 2015 countries, primarily taken from the World Bank’s World DataBank (http://databank.worldbank.org). It can be seen that the TIMSS 2015 countries vary widely in population size and geographic area, as well as in population density. The countries also vary considerably on indicators of health, such as life expectancy and infant mortality rate. Nearly all the countries had life expectancies of 69 to 84 years, except Botswana (64) and South Africa (61), and the majority had infant mortality rates of 2 to 15 out of 1,000 births. However, Botswana, Egypt, Indonesia, Morocco, and South Africa had higher infant mortality rates—20 to 36 out of 1,000 births. TIMSS 2015 ENCYCLOPEDIA INTRODUCTION 4 Selected Characteristics of TIMSS 2015 Countries Area of Population Gross National Net Enrolment Ratio in Life Infant GNI per Capita Public Pupil-Teacher Population Country Density Urban Income per Education Expectancy Mortality Rate (Purchasing Expenditure Ratio Country Size (1,000 (People Population Capita (% of relevant group) at Birth (per 1,000 Power on Education (in Millions) Square per Square (% of Total) (in US (Years) Live Births) Parity) (% of GDP) Kilometers) Kilometer) Dollars) Primary Secondary Primary Secondary Armenia 3 30 106 63 75 13 4,020 8,450 2 84 89 19 – 1 Australia 23 7,741 3 89 82 3 64,600 44,700 5 97 87 16 12 Bahrain 1 1 1,769 89 77 6 21,060 37,680 3 – – 12 10 2 Belgium (Flemish) 11 31 371 98 81 3 47,240 44,090 6 99 95 11 9 Botswana 2 582 4 57 64 36 7,240 16,030 10 91 63 23 11 Bulgaria 7 111 67 74 75 10 7,620 16,840 4 95 88 18 13 1 Canada 36 9,985 4 82 82 5 51,630 44,350 5 99 – 14 14 Chile 18 756 24 89 81 7 14,910 21,320 5 92 89 20 21 3 Chinese Taipei 23 36 646 – 80 4 22,513 – 4 98 96 13 15 Croatia 4 57 76 59 77 4 12,980 20,910 4 89 95 14 8 Cyprus 1 9 125 67 80 3 26,370 29,190 7 97 95 13 10 Czech Republic 11 79 136 73 78 3 18,350 28,740 4 – – 19 12 Denmark 6 43 133 88 81 3 61,330 46,850 9 98 90 – – Egypt 90 1,002 90 43 71 20 3,210 10,280 4 100 77 23 17 4 England 54 133 411 81 80 4 41,590 37,900 6 100 98 18 16 Finland 6 338 18 84 81 2 48,440 40,630 7 100 94 13 13 SOURCE: IEA's Trends in International Mathematics and Science Study – TIMSS 2015 France 66 549 121 79 82 4 42,950 40,100 6 99 99 18 13 Georgia 4 70 79 53 75 11 4,490 9,080 2 99 92 9 7 Germany 81 357 232 75 81 3 47,590 47,460 5 98 – 12 13 5 Hong Kong SAR 7 1 6,897 100 84 2 40,320 56,570 4 95 88 14 13 Hungary 10 93 109 71 76 5 13,340 23,960 5 91 93 10 10 Indonesia 255 1,911 140 53 69 23 3,630 10,190 3 90 75 16 15 Iran, Islamic Rep. of 78 1,745 48 73 75 13 7,120 16,590 3 99 81 26 18 1 Ireland 5 70 67 63 81 3 46,520 42,830 6 95 100 16 14 Israel 8 22 380 92 82 3 35,320 33,300 6 97 98 13 10 Italy 61 301 207 69 83 3 34,580 35,450 4 98 95 12 11 Japan 127 378 349 93 84 2 42,000 38,120 4 100 99 17 12 6 Jordan 7 89 74 83 74 15 5,160 11,910 9 88 85 18 9 Kazakhstan 17 2,725 6 53 72 13 11,850 21,710 3 87 96 17 9 Korea, Rep.
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