It is tempting when hearing about student performance on an international or national test is to assume they measure some monolithic mathematical ability. When a country is doing well on a test mathematical teaching is doing fine, and when a country is doing worse math teaching needs to be looked at and changed.
Additionally, it is contended any countries that are doing well should have their strategies mimicked and any countries doing badly should have their strategies avoided.
One issue with these thoughts is that the two major international tests — the TIMSS and PISA — measure rather different things. Whether a country is doing well or not may depend on what you think the goals of mathematics education are.
Here are some samples from PISA:
PISA Sample #1
PISA Sample #2
You are asked to design a new set of coins. All coins will be circular and coloured…
View original post 661 more words