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Suggested Citation:"Appendix 1: Participating TIMSS Countries." National Research Council. 1996. Mathematics and Science Education Around the World: What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?. Washington, DC: The National Academies Press. doi: 10.17226/5508.
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Appendix 1:
Participating TIMSS Countries

Australia

France

Korea

Russian Federation

Austria

Germany

Kuwait

Scotland

Belgium (Flemish)

Greece

Latvia

Singapore

Belgium (French)

Hong Kong

Lithuanai

Slovak Republic

Bulgaria

Hungary

Mexico

Slovenia

Canada

Iceland

The Netherlands

South Africa

Columbia

Indonesia

New Zealand

Spain

Cyprus

Iran

Norway

Sweden

Czech Republic

Ireland

Philippines

Switzerland

Denmark

Israel

Portugal

Thailand

England

Japan

Romania

United States of America

List provided by L. Suter, October 1996.

Suggested Citation:"Appendix 1: Participating TIMSS Countries." National Research Council. 1996. Mathematics and Science Education Around the World: What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?. Washington, DC: The National Academies Press. doi: 10.17226/5508.
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Mathematics and Science Education Around the World: What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)? Get This Book
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Amid current efforts to improve mathematics and science education in the United States, people often ask how these subjects are organized and taught in other countries. They hear repeatedly that other countries produce higher student achievement. Teachers and parents wonder about the answers to questions like these: Why do the children in Asian cultures seem to be so good at science and mathematics? How are biology and physics taught in the French curriculum? What are textbooks like elsewhere, and how much latitude do teachers have in the way they follow the texts? Do all students receive the same education, or are they grouped by ability or perceived educational promise? If students are grouped, how early is this done? What are tests like, and what are the consequences for students? Are other countries engaged in Standards-like reforms? Does anything like "standards" play a role in other countries? Questions such as these reflect more than a casual interest in other countries' educational practices. They grow out of an interest in identifying ways to improve mathematics and science education in the United States.

The focus of this short report is on what the Third International Mathematics and Science Study (TIMSS), a major international investigation of curriculum, instruction, and learning in mathematics and science, will be able to contribute to understandings of mathematics and science education around the world as well as to current efforts to improve student learning, particularly in the United States.

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