Researching the teaching and learning of mathematics II

Mathematics Education as a Scientifi c Discipline: Implicit Assumptions and Open Questions Dimitris Chassapis (Aristotle University of Thessaloniki) 321 5 5 ACKNOWLEDGEMENTS I would like to acknowledge the contributions of colleagues who acted as reviewers in the process of developing this publication: Also I wish to thank Miranda Barker of Wordwise Edit for all her support with the editing of the fi nal texts. The Intensive Programmes from which these papers arose were supported under the European Commission under the Erasmus Action (Higher Education) of the Socrates Programme. have been closely associated with the Socrates-Erasmus EUDORA Project. The intensive programmes enabled participants to examine issues of policy and practice relevant to their work in mathematics education within an international context. The programmes aimed to enable participants to develop a critical focus on the nature of research into the teaching and learning of mathematics in an international context 8 INTRODUCTION 8 and to develop theoretical approaches and methods appropriate to comparative research. This was intended to support the further development on the part of the participants of their understandings of the methodological complexities of research in mathematics education, to identify current themes in mathematics education and critically analyse their signifi cance and to relate these outcomes to their own contexts. The content of the intensive programme was based on the research interests of the participants and involved active participation by students and collaboration with peers from the outset. Each student led a workshop and/or seminar based on their current work and interests. In addition staff members led workshops on current issues in mathematics education research. Abstract In the last few decades, student achievement has played a central role among the indicators used to evaluate the quality of education systems. Accordingly, recent education reform in Slovenia included the achievement of international standards of knowledge and skills as an important goal. This chapter examines to what extent this goal has been achieved in the non-reformed system. It describes the mathematics achievement of students in the fi nal grade of the non-reformed compulsory education in Slovenia based on the data from the Third International Mathematics and Science Study (TIMSS). TIMSS data are also used to provide information about achievements of students from other European countries, which are taken as a point of reference for describing the Slovene achievement. Another point of reference is derived from the a ainment targets in the reformed mathematics curriculum. …

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