Values and Variables: Mathematics Education in High Performing Countries References
Values and variables: Mathematics Education in High Performing Countries Review For the Nuffield Foundation by Mike Askew, Jeremy Hodgen, Sarmin Hossain and Nicola Bretscher Kings College London
List of References ADAMS, R. J. (2003), Response to 'Cautions on OECD's Recent Educational Survey (PISA)'. Oxford Review of Education. 29 (3), 377‐389. AFONSO, A. & ST. AUBYN, M. (2006), Cross‐country efficiency of secondary education provision: A semi‐parametric analysis with non‐discretionary inputs. Economic Modelling. 23 (3), 476‐491. AH CHEE MOK, I. & SUI WAH TSE, B. (2002), Mathematical literacy in the Hong Kong primary curriculum: An experience from the target oriented curriculum. In Bazzini, L. e. a. (ed.) Mathematical literacy in the digital era. (pp. 219‐223 ). Milano: Ghisetti e Corvi. AHN, B.‐G. (2001), Using calculators in mathematics education in Korean elementary schools. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 5 (2), 107‐118. AHO, E., PITKÄNEN, K. & SAHLBERG, P. (2006 ), Policy development and reform principles of basic and secondary education in Finland since 1968. (Washington, D.C., World Bank). AHUJA, O. P. (2006), World‐class high quality mathematics education for all K‐12 American students. The Montana Mathematics Enthusiast. 3 (2), 223‐248. AKIBA, M., LETENDRE, G. K. & SCRIBNER, J. P. (2007), Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries. Educational Researcher. 36 (7), 369‐387.
Askew et al. Kings College London
Page 1
Values and Variables: Mathematics Education in High Performing Countries References
ALAHIOTIS, S. N. & KARATZIA‐STAVLIOTI, E. (2006), Effective curriculum policy and cross‐ curricularity: analysis of the new curriculum design of the Hellenic Pedagogical Institute. Pedagogy, Culture & Society. 14 (2), 119 ‐ 147. ALEXANDER, R. (1996), Other primary schools and ours: Hazards of international comparison. Warwick: Centre for Research in Elementary and Primary Education, University of Warwick. ALEXANDER, R. (2000), Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell. AMBRUS, A., HORTOBAGYI, I., NAATANEN, M., LIIRA, R. & SALMELA, M. (2006), Why do we complicate the solution of the problem? Teaching Mathematics and Computer Science. 4 (2), 405‐415. AMMERMUELLER, A. (2007), PISA: What makes the difference? Empirical Economics. 33 (2), 263‐287. AN, X., HANNUM, E. & SARGENT, T. (2007), Teaching Quality and Student Outcomes: Academic Achievement and Educational Engagement in Rural Northwest China. China: An International Journal. 5 (2), 309‐334. ANDREWS, P. (2003), Opportunities to Learn in the Budapest Mathematics Classroom. International Journal of Science and Mathematics Education. 1 (2), 201‐225. ANDREWS, P. (2006), Conditions for learning. Mathematics Teaching incorporating Micromath(194), 10‐14. ANDREWS, P. (2007), Mathematics teacher typologies or nationally located patterns of behaviour. International Journal of Educational Research. 46 (5), 306‐318. ANDREWS, P. (2007), Negotiating meaning in cross‐national studies of mathematics teaching: kissing frogs to find princes. Comparative Education. 43 (4), 489 ‐ 509. ANDREWS, P. & HATCH, G. (2000), A Comparison of Hungarian and English Teachers' Conceptions of Mathematics and Its Teaching. Educational Studies in Mathematics. 43 (1), 31‐64. ANDREWS, P., HATCH, G. & SAYERS, J. (2005), What do teachers of mathematics teach? An initial episodic analysis of four European traditions. In Hewitt, D. e. a. (ed.) Research proceedings of the British Society for Research into Learning Mathematics. . (pp. 9‐16).
Askew et al. Kings College London
Page 2
Values and Variables: Mathematics Education in High Performing Countries References
ANDREWS, P. & SAYERS, J. (2005), How do Teachers of Mathematics Teach? A four‐way International Comparison. Research in Mathematics Education. 7 (1), 139 ‐ 158. ANDREWS, P. & SAYERS, J. (2006), Mathematics teaching in four European countries. Mathematics Teaching incorporating Micromath(196), 34‐38. APOS & DWYER, L. M. (2005), Examining the Variability of Mathematics Performance and its Correlates Using Data From TIMSS 95 and TIMSS 99. Educational Research and Evaluation. 11 (2), 155 ‐ 177. ASKEW, M. (2008), Mathematical discipline knowledge requirements for prospective primary teachers, and the structure and teaching approaches of programs designed to develop that knowledge. In Sullivan, P. & Wood, T. (eds.) International Handbook of Mathematics Teacher Education. Volume 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development). Rotterdam: Sense. ATWEH, B., CALABRESE BARON, A., BORBA, M., GOUGH, N., KEITEL, C., VISTRO‐YU, C. & VITHAL, R. (2007), Internationalisation and globalisation in Mathematics and Science Education (Dortrecht, Kluwer). BAKER, D. P. (1993), A Rejoinder. Educational Researcher. 22 (3), 25‐26. BAKER, D. P. (1997), Good News, Bad News, and International Comparisons: Comment on Bracey. Educational Researcher. 26 (3), 16‐17. BAKER, D. P., AKIBA, M., LETENDRE, G. K. & WISEMAN, A. W. (2001), Worldwide Shadow Education: Outside‐School Learning, Institutional Quality of Schooling, and Cross‐ National Mathematics Achievement. Educational Evaluation and Policy Analysis. 23 (1), 1‐17. BAKER, D. P., GOESLING, B. & LETENDRE, G. K. (2002), Socioeconomic Status, School Quality, and National Economic Development: A Cross‐National Analysis of the "Heyneman‐Loxley Effect" on Mathematics and Science Achievement. Comparative Education Review. 46 (3), 291‐312. BAKER, D. P. & JONES, D. P. (1993), Creating Gender Equality: Cross‐national Gender Stratification and Mathematical Performance. Sociology of Education. 66 (2), 91‐103. BAKER, D. P., MOTOKO, A., LETENDRE, G. K. & WISEMAN, A. W. (2001), Worldwide Shadow Education: Outside‐School Learning, Institutional Quality of Schooling, and Cross‐
Askew et al. Kings College London
Page 3
Values and Variables: Mathematics Education in High Performing Countries References
National Mathematics Achievement. Educational Evaluation and Policy Analysis. 23 (1), 1‐17. BAKER, S., GERSTEN, R. & LEE, D.‐S. (2002), A Synthesis of Empirical Research on Teaching Mathematics to Low‐Achieving Students. The Elementary School Journal. 103 (1), 51‐ 73. BEATON, A. E. (1998), Comparing cross‐national student performance on TIMSS using different test items. International Journal of Educational Research. 29 (6), 529‐542. BEATON, A. E., MULLIS, I. V. S., MARTIN, M. O., GONZALEZ, E. J., KELLY, D. L. & SMITH, T. A. (1996), Mathematics Achievement in the Middle Years. IEA’s Third International Mathematics and Science Study (Boston, MA, Center for the Study of Testing, Evaluation and Educational Policy, Boston College). BECKMANN, S. (2004), Solving algebra and other story problems with simple diagrams: a method demonstrated in grade 4‐6 texts used in Singapore. Mathematics Educator. 14 (1), 42‐46. BELL, G. (1993), Asian perspectives on mathematics education. Maths x language = language x maths. BELL, G. & KANG, O. K. (1994), Constraints on the intended curriculum in Australia and Korea. In Bell, G. e. a. (ed.) Challenges in mathematics education: Constraints on construction. / proceedings of the seventeenth Annual Conference of the Mathematics Education Research Group of Australasia held at Southern Cross University, Lismore, Australia, 5‐ 8 July 1994. (pp. 87‐96). Kingswood, N.S.W: The Group. BELLER, M. & GAFNI, N. (1996), The 1991 International Assessment of Educational Progress in Mathematics and Sciences: The Gender Differences Perspective. Journal of Educational Psychology. 88 (2), 365‐377. BEN‐ARIEH, A. & GOERGE, R. (2001), Beyond the numbers: How do we monitor the state of our children? Children and Youth Services Review. 23 (8), 603‐631. BIRENBAUM, M., TATSUOKA, C. & XIN, T. (2005), Large‐scale diagnostic assessment: comparison of eighth graders mathematics performance in the United States, Singapore and Israel. Assessment in Education: Principles, Policy and Practice. 12 (2), 167 ‐ 181. BISHOP, A. J., CLEMENTS, K., KEITEL, C., KILPATRICK, J. & LEUNG, F. K. S. (2003), International Handbook of Mathematics Education (Dordrecht, Netherlands, Kluwer). Askew et al. Kings College London
Page 4
Values and Variables: Mathematics Education in High Performing Countries References
BOE, E., E. , MAY, H., BARKANIC, G. & BORUCH, R. F. (2004), Predictors of National Differences in Mathematics and Science Achievement of Eighth‐Grade Students: Data from TIMSS. In McGinn, N. F. (ed.) Learning Through Collaborative Research: The Six Nation Education Research Project (pp. 21 ‐ 52). USA: Routledge. BRACEY, G. W. (1997), More on TIMSS. Phi Delta Kappan. 78 (8), 656‐57. BRACEY, G. W. (1997), On Comparing the Incomparable: A Response to Baker and Stedman. Educational Researcher. 26 (3), 19‐26. BRACEY, G. W. (2000), The TIMSS "Final Year" Study and Report: A critique. Educational Researcher. 29 (4), 4 ‐10. BRACEY, G. W. (2002), Test scores, creativity, and global competitiveness. Phi Delta Kappan. 83 (10), 738‐739 BRAY, M. & KWOK, P. (2003), Demand for private supplementary tutoring: conceptual considerations, and socio‐economic patterns in Hong Kong. Economics of Education Review. 22 (6), 611‐620. BRENNER, M. E. (1998), Adding Cognition to the Formula for Culturally Relevant Instruction in Mathematics. Anthropology & Education Quarterly. 29 (2), 214‐244. BRENNER, M. E., HERMAN, S., HO, H.‐Z. & ZIMMER, J. M. (1999), Cross‐National Comparison of Representational Competence. Journal for Research in Mathematics Education. 30 (5), 541‐557. BROWN, G., MICKLEWRIGHT, J., SCHNEPF, S. V. & WALDMANN, R. (2007), International surveys of educational achievement: how robust are the findings? Journal of the Royal Statistical Society: Series A (Statistics in Society). 170 (3), 623‐646. BROWN, M. (1996), FIMS and SIMS: the first two IEA International Mathematics Surveys. Assessment in Education: Principles, Policy & Practice. 3 (2), 193 ‐ 212. BROWN, M. (1998), The tyranny of the international horse race. In Slee, R., Weiner, G. & Tomlinson, S. (eds.) School effectiveness for whom? Challenges to the school effectiveness and school improvement movements. (pp. 33‐47). London: Falmer Press. BROWN, M., ASKEW, M., ALISON, M. & RHODES, V. (2003), The Key Role of Educational Research in the Development and Evaluation of the National Numeracy Strategy. British Educational Research Journal. 29 (5), 655‐672.
Askew et al. Kings College London
Page 5
Values and Variables: Mathematics Education in High Performing Countries References
BRUNELLO, G. & CHECCHI, D. (2007), Does school tracking affect equality of opportunity? New international evidence. Economic Policy. 22 (52), 781‐861. BRYAN, C., WANG, T., PERRY, B., WONG, N.‐Y. & CAI, J. (2007), Comparison and contrast: similarities and differences of teachers’ views of effective mathematics teaching and learning from four regions. ZDM. 39 (4), 329‐340. BURGHES, D. (1996), Why we lag behind in maths. Times Educational Supplement(4159). BURGHES, D. (2004), International Project on Mathematical Attainment (IPMA) MONOGRAPH 4 IPMA (Budapest University of Exeter). BURGHES, D. (2004), Monograph 3: Kassel Project Series of International Monographs on Mathematics Teaching Worldwide (Budapest, University of Exeter). BURGHES, D. (2008), International comparative study in mathematics teacher training. (Reading, CfBT). BURSTEIN, L. (1992), The IEA Study of Mathematics III: Student Growth and Classroom Processes (Oxford, Pergamon Press). CAI, J. (1995), A Cognitive Analysis of US and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex Problem Solving. Journal for Research in Mathematics Education. Monograph. 7, i‐151. CAI, J. (2001), Improving Mathematics Learning: Lessons form Cross‐National Studies of Chinese and US Students. Phi Delta Kappan. 82 (5), 400‐04. CAI, J. (2002), Assessing and understanding US. and Chinese students' mathematical thinking. ZDM. 34 (6), 278‐290. CAI, J. (2004), Why do US and Chinese students think differently in mathematical problem solving?: Impact of early algebra learning and teachers' beliefs. The Journal of Mathematical Behavior. 23 (2), 135‐167. CAI, J. (2007), What is effective mathematics teaching? A study of teachers from Australia, Mainland China, Hong Kong SAR, and the United States. ZDM. 39 (4), 265‐270. CAI, J. & SILVER, E. A. (1995), Solution Processes and Interpretations of Solutions in Solving a Division‐with‐Remainder Story Problem: Do Chinese and US Students Have Similar Difficulties? Journal for Research in Mathematics Education. 26 (5), 491‐497. CAMPBELL, J. R. (1994), Educational productivity and differential socialization. International Journal of Educational Research. 21 (7), 669‐674. Askew et al. Kings College London
Page 6
Values and Variables: Mathematics Education in High Performing Countries References
CANABAL, M. & ANTONIO, J. E. (2005), On the institutionalisation of mathematical knowledge in the classroom: The Mexical curricular reform of 1993. Unión. Revista Iberoamericana de Educación Matemática (4), 5‐16. CAO, Z., BISHOP, A. & FORGASZ, H. (2007), Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia. Educational Studies in Mathematics. 64 (1), 85‐106. CAO, Z., FORGASZ, H. & BISHOP, A. (2007), Doing Surveys in Different Cultures: Difficulties and Differences – A Case from China and Australia. In Atweh, B. (ed.) Internationalisation and Globalisation in Mathematics and Science Education. (pp. 303‐320). Dordrecht: Springer Netherlands. CENTRE, L. S. R. (2005), Can we compare post‐16 performance with 'best in the world': an empirical assessment (Taunton, U.K, Learning and Skills Council). CHAUKIU, C. & RUDOWICZ, E. (2003), Academic outcomes of ability grouping among junior high school students in Hong Kong. Journal of Educational Research. 96 (4), 241‐254 CHEN, C. & STEVENSON, H. W. (1989), Homework: A Cross‐Cultural Examination. Child Development. 60 (3), 551‐561. CHEN, C. & STEVENSON, H. W. (1995), Motivation and Mathematics Achievement: A Comparative Study of Asian‐American, Caucasian‐American, and East Asian High School Students. Child Development. 66 (4), 1215‐1234. CHENG, S. K. (2000), Why Singaporean eighth graders did better among the Asian nations in the TIMSS mathematics. A secondary analysis. Mathematics Educator (Singapore). 5 (1‐2), 169‐179. CHENG, S. K. & SENG, Q. K. (2001), Gender differences in TIMSS mathematics achievement of four Asian nations: a secondary analysis. Studies In Educational Evaluation. 27 (4), 331‐ 340. CHENG, S. K. & SENG, Q. K. (2001), Gender differences in TIMSS mathematics achievement of four Asian nations: a secondary analysis Studies in Educational Evaluation. 27 (4), 331‐ 40. CHEUNG, J. & HOO, C. T. (1993), Towards mathematical excellence in Singapore. In Bell, G. (ed.) Asian perspectives on mathematics education. (pp. 122‐135 ).
Askew et al. Kings College London
Page 7
Values and Variables: Mathematics Education in High Performing Countries References
CHIU, M. M. & KHOO, L. (2005), Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, School, and Student Level Analyses. American Educational Research Journal. 42 (4), 575‐603. CHO, G.‐P. (2004), Using structural equation modeling to fit a model of student background, teacher background, home environment, and a school characteristic to mathematics achievement in TIMSS. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 7 (4), 247‐270. CHOE, H. I. & CHOE, H. S. (1997), A comparative study of mathematics curriculum between Korea and the United States. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 1 (2), 139‐162. CHOE, Y. H. (2001), Current problems of mathematics education in Korea and how to solve them. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 5 (2), 133‐141. CHOE, Y. H. (2003), The first curriculum of mathematics in Korea for the new millennium. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 7 (2), 73‐90. CLARKE, B., CLARKE, D. M., EMANUELSSON, G. O., JOHANSSON, B., LAMBDIN, D. V., LESTER, F. K., WALLBY, A. & WALLBY, K. (2004), International perspectives on learning and teaching mathematics (Göteborg, Sweden, National Center for Mathematics Education, NCM). CLARKE, D. & MESITI, C. (2003), Addressing the challenge of legitimate international comparisons: Lesson structure in Australia and the USA. In Bragg, L. e. a. (ed.) MERGA 26: Mathematics Education Research: Innovation, Networking, Opportunity (MERINO). (pp. 230‐237 ). CLARKE, D. J., EMANUELSSON, J., JABLONKA, E. & MOK, I. A. C. (2006), Making connections: comparing mathematics classrooms around the world. Rotterdam: Sense Publishers. CLARKE, D. J., KEITEL, C. & SHIMIZU, Y. (2006), Mathematics classrooms in twelve countries: the insider's perspective. Rotterdam: Sense Publishers. CLAUSEN‐MAY, T. (2007), International mathematics tests and pupils with special educational needs. British Journal of Special Education. 34 (3), 154‐161. COGAN, L. S. & SCHMIDT, W. H. (2002), "Culture Shock" Eighth‐Grade Mathematics From an International Perspective. Educational Research and Evaluation. 8 (1), 13 ‐ 39. Askew et al. Kings College London
Page 8
Values and Variables: Mathematics Education in High Performing Countries References
CONWAY , P. & SLOANE, F. C. (2005), National Council for Curriculum and Assessment (NCCA) Research Report: International Trends in Post‐Primary Mathematics Education (National Council for Curriculum and Assessment (NCCA)). CORREA, C. A., PERRY, M., SIMS, L. M., MILLER, K. F. & FANG, G. (2008), Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education. 24 (1), 140‐153. CREEMERS, B. P. M. (2006), The importance and perspectives of international studies in educational effectiveness. Educational Research and Evaluation. 12 (6), 499 ‐ 511. CURCIO, F. R. (1999), Cultivating talent in mathematics: An international perspective. In Usiskin, Z. (ed.) Developments in school mathematics education around the world. (pp. 206‐212). Reston, VA: NCTM. CZEGLEDY, I. & KOVACS, A. (2004), Writing a textbook ‐‐ As we do it. Teaching Mathematics and Computer Science. 2 (1), 185‐201. DESIMONE, L. M., SMITH, T., BAKER, D. & UENO, K. (2005), Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective. American Educational Research Journal. 42 (3), 501‐535. DING, M., LI, Y., LI, X. & KULM, G. (2008), Chinese teachers' perceptions of students' classroom misbehaviour. Educational Psychology: An International Journal of Experimental Educational Psychology. 28 (3), 305 ‐ 324. DÖBERT, H., KLIEME, E. & STROKA, W. (2004), Conditions of school performance in seven countries. A quest for understanding the international variation of PISA results., pp. (Münster, Waxmann). DOHN, N. B. (2007), Knowledge and Skills for PISA 2014;Assessing the Assessment. Journal of Philosophy of Education. 41 (1), 1‐16. DOSSEY, J. A., MCCRONE, S. S. & O'SULLIVAN, C. (2006), Problem Solving in the PISA and TIMSS 2003 Assessments DROBNIV C VIDIC, A. (2001), The results of the TIMSS research on the level of mathematical knowledge in secondary schools. (Rezultati raziskave TIMSS o znanju matematike v srednji \v soli.). Matematika v soli. 9 (1‐2), 69‐79.
Askew et al. Kings College London
Page 9
Values and Variables: Mathematics Education in High Performing Countries References
DUCKWORTH, K., AKERMAN, R., MORRISON GUTMAN, L. & VORHAUS, J. (2009), Influences and leverages on low levels of attainment: A review of literature and policy initiatives Centre for Research on the Wider Benefits of Learning (London, Institute of Education). EATON, M. J. & DEMBO, M. H. (1997), Differences in the motivational beliefs of Asian‐American and non‐Asian students. Journal of Educational Psychology. 89 (3), 422– 470. EGGEN, T. J. H. M., PELGRUM, W. J. & PLOMP, T. (1987), The implemented and attained mathematics curriculum: Some results of the second international mathematics study in The Netherlands. Studies In Educational Evaluation. 13 (1), 119‐135. EKLÖF, H. (2008 ), Test‐taking motivation on low‐stakes tests: A Swedish TIMSS 2003 example. . In Davier, M. v. & Hastedt, D. (eds.) Issues and methodologies in large‐Scale Assessments. IER! Monograph Series. (pp. 9‐22). Princeton, NJ International Association for the Evaluation of Educational Achievement (IEA) and Educational Testing Service (ETS). ELLIOTT, J., HUFTON, N., HILDRETH, A. & ILLUSHIN, L. (1999), Factors Influencing Educational Motivation: A Study of Attitudes, Expectations and Behaviour of Children in Sunderland, Kentucky and St Petersburg. British Educational Research Journal. 25 (1), 75‐94. ELLIOTT, J. G., HUFTON, N., ILLUSHIN, L. & LAUCHLAN, F. (2001), Motivation in the Junior Years: International Perspectives on Children's Attitudes, Expectations and Behaviour and Their Relationship to Educational Achievement. Oxford Review of Education. 27 (1), 37‐68. ENTORF, H. & MINOIU, N. (2005), What a Difference Immigration Policy Makes: A Comparison of PISA Scores in Europe and Traditional Countries of Immigration. German Economic Review. 6 (3), 355‐376. ERCIKAN, K. (1998), Methodological issues in international assessment. International Journal of Educational Research. 29 (6), 487‐489. ERCIKAN, K. (1998), Translation effects in international assessments. International Journal of Educational Research. 29 (6), 543‐553. EVANS, W. I., OLEG; KARP, ALEXANDER (2000), An approach to the assessment of students' mathematical development: A pilot UK/Russia comparison. In Ahmed, A. e. a. (ed.)
Askew et al. Kings College London
Page 10
Values and Variables: Mathematics Education in High Performing Countries References
Cultural diversity in mathematics (education): CIEAEM 51. (pp. 209‐216). Chichester.: Horwood Publishing. FAN, L. & ZHU, Y. (2004), How have Chinese students performed in mathematics? A perspective from large‐scale international mathematics comparisons. In Fan, L. e. a. (ed.) How Chinese learn mathematics. (pp. 3‐26). Singapore.: World Scientific Publishing Co. FAN, L. & ZHU, Y. (2007), Representation of problem‐solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. Educational Studies in Mathematics. 66 (1), 61‐75. FANG, Y. & PAINE, L. (2008), Bridging Polarities: How Liping Ma's Knowing and Teaching Elementary Mathematics Entered the U.S. Mathematics and Mathematics Education Discourses. Pedagogies: An International Journal. 3 (4), 195 ‐ 218. FENGZHEN, Y. (2002), Education in China. Educational Philosophy and Theory. 34 (2), 135‐144. FERNANDEZ, C. (2002), Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education. 53 (5), 393‐405. FERRUCCI, B., YEAP, B.‐H. & CARTER, J. (2001), Achieving understanding in solving word problems. Pythagoras (Pretoria‐ South Africa)(54), 26‐29. FERRUCCI, B. J. & CARTER, J. A. (2002), Humanistic influences in mathematics achievement: Department heads' perceptions of their role. In Rogerson, A. (ed.) International conference 'The humanistic renaissance in mathematics education'. (pp. 126‐129). FEUER, M. J. & FULTON, K. (1994), Educational Testing Abroad and Lessons for the United States. Educational Measurement: Issues and Practice. 13 (2), 31‐40. FISCHER, J.‐P. (1990), Why do Asian pupils surpass the American (in maths)? (Pourquoi les eleves asiatiques surclassent‐ils les americains (en maths)?). In Duval, R. (ed.) Anals of education and cognitive science. (pp. 103‐141). Strasbourg.: Publication of the Seminar of Mahthematics Education. FONG, N. S. (2004), Developing algebraic thinking in early grades: case study of the Singapore primary mathematics curriculum. Mathematics Teaching. 8 (1), 39‐59. FORGASZ, H. J., LEDER, G., C. & KAUR, B. (1999), Mathematics = girls/boys? Views from Australia and Singapore. In Scott, N. e. a. (ed.) Mathematics: across the ages.,. . (pp. 174‐180).
Askew et al. Kings College London
Page 11
Values and Variables: Mathematics Education in High Performing Countries References
FOSHAY, A. W., THORNDIKE, R. L., HOTYAT, F., PIDGEON, D. A. & WALKER, D. A. (1962), Educational Achievement of Thirteen‐Year‐Olds in Twelve Countries (Hamburg, UNESCO Institute for Education). FOXMAN, D. (1999), Mathematics textbooks across the world : some evidence from the third international mathematics and science study (TIMSS). Slough: National Foundation for Educational Research. FRENZEL, A. C., THRASH, T. M., PEKRUN, R. & GOETZ, T. (2007), Achievement Emotions in Germany and China: A Cross‐Cultural Validation of the Academic Emotions Questionnaire‐‐ Mathematics. Journal of Cross‐Cultural Psychology. 38 (3), 302‐309. FUJII, T. (1993), Japanese students' understanding of school mathematics, focussing on elementary algebra. In Bell, G. (ed.) Asian perspectives on mathematics education. (pp. 70‐89). FULIGNI, A. J. & STEVENSON, H. W. (1995), Time Use and Mathematics Achievement among American, Chinese, and Japanese High School Students. Child Development. 66 (3), 830‐842. GEARY, D. C., BOW‐THOMAS, C. C., LIU, F. & SIEGLER, R. S. (1996), Development of Arithmetical Competencies in Chinese and American Children: Influence of Age, Language, and Schooling. Child Development. 67 (5), 2022‐2044. GESKE, A., GRINFELDS, A., DEDZE, I. & ZHANG, Y. (2006), Family Background, School Quality and Rural‐Urban Disparities in Student Learning Achievement in Latvia. Prospects. 36 (4), 419‐431. GIWIN, K., JACOBS, J. & HOLLINGSWORTH, H. (2006), What does teaching look like around the world? ON‐Math. Online Journal of School Mathematics. 4 (1), 17. GOH, S. C. (1997), Psychosocial Climate and Student Outcomes in Elementary Mathematics Classrooms: A Multilevel Analysis. Journal of Experimental Education. 64 (1), 29‐40. GOLDSTEIN, H. (2004), International comparisons of student attainment: some issues arising from the PISA study. Assessment in Education: Principles, Policy & Practice. 11 (3), 319 ‐ 330. GOLDSTEIN, H., BONNET, G. & ROCHER, T. (2007), Multilevel Structural Equation Models for the Analysis of Comparative Data on Educational Performance. Journal of Educational and Behavioral Statistics. 32 (3), 252‐286. Askew et al. Kings College London
Page 12
Values and Variables: Mathematics Education in High Performing Countries References
GOLDSTEIN, H. & THOMAS, S. M. (2008), Reflections on the international comparative surveys debate. . Assessment in Education: Principles, Policy & Practice. 15 (3), 215 ‐ 222. GORARD, S. (2001), International Comparisons of School Effectiveness: The Second Component of the 'Crisis Account' in England? Comparative Education. 37 (3), 279‐ 296. GORDON, B. (1987), Cultural Comparisons of Schooling. Educational Researcher. 16 (6), 4‐7. GRAF, P. & LEUNG, D. (2000), The Thirteenth ICMI Study on Mathematics Education in Different Cultural Traditions. Educational Studies in Mathematics. 43 (1), 95‐116. GREGORY, K. & CLARKE, M. H. (2003), High‐Stakes Assessment in England and Singapore. Theory Into Practice. 42 (1), 66‐74. GREK, S. (2009), Governing by numbers: the PISA 'effect' in Europe. Journal of Education Policy. 24 (1), 23‐37. GROW‐MAIENZA, J., HAHN, D.‐D. & JOO, C.‐A. (2001), Mathematics Instruction in Korean Primary Schools: Structures, Processes, and a Linguistic Analysis of Questioning. Journal of Educational Psychology. 93 (2), 363‐376. GU, L., HUANG, R. & MARTON, F. (2004), Teaching with variation: A Chinese way of promoting effective mathematics learning. In Fan, L., Wong, N. Y., Cai, J. & Li, S. (eds.) How Chinese learn mathematics: Perspectives from insiders. (pp. 309‐347). Singapore: World Scientific. GUTIÉRREZ, M. A. D., VÁZQUEZ, G. F. & RIZO, F. M. (2007), PISA 2006 EN MÉXICO, in: R., M. Á. A. & Yáñez, K. B. (Eds.) (Mexico, INSTITUTO NACIONAL PARA LA EVALUACIÓN DE LA EDUCACIÓN). HAGGARTY, L. & PEPIN, B. (2002), An Investigation of Mathematics Textbooks and Their Use in English, French and German Classrooms: Who Gets an Opportunity to Learn What? British Educational Research Journal. 28 (4), 567‐590. HAJDU, S. (1992), Changes in acquired mathematical knowledge ‐ reform of mathematics teaching and correction of the reform. . Studies in Educational Evaluation. 18 (1), 23‐ 36. HANUSHEK, E. A. (2003), The Failure of Input‐based Schooling Policies*. The Economic Journal. 113 (485), F64‐F98.
Askew et al. Kings College London
Page 13
Values and Variables: Mathematics Education in High Performing Countries References
HANUSHEK, E. A. (2004), What if there are no 'best practices'? Scottish Journal of Political Economy. 51 (2), 156‐172. HANUSHEK, E. A., ALAN, J. A. & MARTIN, F. (2002), Chapter 30 Publicly provided education Handbook of Public Economics. (pp. 2045‐2141). Elsevier. HANUSHEK, E. A., HANUSHEK, E. & WELCH, F. (2006), Chapter 14 School Resources Handbook of the Economics of Education. (pp. 865‐908). Elsevier. HANUSHEK, E. A. & LUQUE, J. A. (2003), Efficiency and equity in schools around the world. Economics of Education Review. 22 (5), 481‐502. HANUSHEK, E. A. & W OSSMANN, L. (2006), Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries*. The Economic Journal. 116 (510), C63‐C76. HARNISCH, D. L., WALBERG, H. J., TSAI, S.‐L., SATO, T. & FYANS, L. J. (1985), Mathematics productivity in Japan and Illinois. Evaluation in Education. 9 (3), 277‐284. HARNQVIST, K. (1987), The IEA Revisited. Comparative Education Review. 31 (1), 129‐136. HATCH, G. (1999), It wouldn't be like that here. Some more reflections on schools and mathematics teaching in Hungary and the UK. Mathematics Teaching(168), 26‐31. HATTIE, J. (2005), The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research. 43 (6), 387‐425. HATTIE, J. (2009), Visible Learning: A synthesis of over 800 meta‐analyses relating to achievement. Oxon: Routledge HATTIE, J. & TIMPERLEY, H. (2007), The power of feedback. Review of Educational Research. 77 (1), 81‐112. HEINZE, A., CHENG, Y.‐H. & YANG, K.‐L. (2004), Students' performance in reasoning and proof in Taiwan and Germany: Results, paradoxes and open questions. ZDM. 36 (5), 162‐171. HENDRIK, J. & KERSTIN, S. (2004), International Differences in Student Achievement: An Economic Perspective. German Economic Review. 5 (3), 357‐380. HESS, R. D. & AZUMA, H. (1991), Cultural Support for Schooling: Contrasts Between Japan and the United States. Educational Researcher. 20 (9), 2‐9. HESS, R. D., AZUMA, H., KASHIWAGI, K., HOLLOWAY, S. D. & WENEGRAT, A. (1987), Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology. 8 (4), 421‐440. Askew et al. Kings College London
Page 14
Values and Variables: Mathematics Education in High Performing Countries References
HESS, R. D., CHIH‐MEI, C. & MCDEVITT, T. M. (1987), Cultural Variations in Family Beliefs About Children's Performance in Mathematics: Comparisons Among People's Republic of China, Chinese‐American, and Caucasian‐American Families. Journal of Educational Psychology. 79 (2), 179‐188. HEYNEMAN, S. P. (1997), The quality of education in the Middle East and North Africa (MENA). International Journal of Educational Development. 17 (4), 449‐466. HEYNEMAN, S. P. & LOXLEY, W. A. (1983), The Effect of Primary‐School Quality on Academic Achievement Across Twenty‐nine High‐ and Low‐Income Countries. The American Journal of Sociology. 88 (6), 1162‐1194. HIEBERT, J., GALLIMORE, R., GARNIER, H., GIVVIN, K. B., HOLLINGSWORTH, H., JACOBS, J., CHUI, A. M.‐Y., WEARNE, D., SMITH, M., KERSTING, N., MANASTER, A., TSENG, E., ETTERBEEK, W., MANASTER, C., GONZALES, P. & STIGLER, J. (2003), Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study (Washington DC, U.S. Department of Education, National Center for Education Statistics.). HIEBERT, J. & STIGLER, J. W. (2000), A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video Study. The Elementary School Journal. 101 (1), 3‐20. HIEBERT, J., STIGLER, J. W., JACOBS, J. K., GIVVIN, K. B., GARNIER, H., SMITH, M., HOLLINGSWORTH, H., MANASTER, A., WEARNE, D. & GALLIMORE, R. (2005), Mathematics Teaching in the United States Today (and Tomorrow): Results From the TIMSS 1999 Video Study. Educational Evaluation and Policy Analysis. 27 (2), 111‐132. HINTI, D. (2001), On the frameworks for teaching plans in secondary school and their applications. A Matemetika Tanitasa. 9 (1), 7‐9 HO, H.‐Z., SENTURK, D., LAM, A. G., ZIMMER, J. M., HONG, S., OKAMOTO, Y., CHIU, S.‐Y., NAKAZAWA, Y. & WANG, C.‐P. (2000), The Affective and Cognitive Dimensions of Math Anxiety: A Cross‐National Study. Journal for Research in Mathematics Education. 31 (3), 362‐379. HOK‐WING, L. & BIN, W. (2002), A comparison of strategies adopted by primary students in four cities of China in solving mathematical problems. In Rogerson, A. (ed.) International conference 'The humanistic renaissance in mathematics education. (pp. 221‐225). HOLLOWAY, S. D. (1988), Concepts of Ability and Effort in Japan and the United States. Review of Educational Research. 58 (3), 327‐345. Askew et al. Kings College London
Page 15
Values and Variables: Mathematics Education in High Performing Countries References
HOOK, W., BISHOP, W. & HOOK, J. (2007), A Quality Math Curriculum in Support of Effective Teaching For Elementary Schools. Educational Studies in Mathematics. 65 (2), 125‐ 148. HOPKINS, D., AHTARIDOU, E., MATTHEWS, P. & POSNER, C. (2007), An Analysis of the Mexican School System in light of PISA 2006 (London Centre for Leadership in Learning, Institute of Education, University of London (OECD commisioned Report)). HOUSE, J. D. & TELESE, J. A. (2008), Relationships between student and instructional factors and algebra achievement of students in the United States and Japan: an analysis of TIMSS 2003 data. Educational Research and Evaluation. 14 (1), 101 ‐ 112. HOWARD, P., PERRY, B. & KEONG, F. H. (2000), Beliefs about mathematics, mathematics learning and mathematics teaching. Views of some primary teacher education students in Singapore and Australia. In Bana, J. e. a. (ed.) Mathematics education beyond 2000. (pp. 331‐338). HOWIE, S. (2005), System‐Level Evaluation: Language and Other Background Factors Affecting Mathematics Achievement. Prospects. 35 (2), 175‐186. HOWSON, G., HARRIES, T. & SUTHERLAND, R. (1999), Primary school mathematics textbooks: an international study summary. HOYLES, C., FOXMAN, D. & KÜCHEMANN, D. (2002), A comparative study of geometry curricula. Sudbury, Suffolk: QCA. HOYLES, C., KUCHEMANN, D. & FOXMANN, D. (2003), Comparing geometry curricula: Insights for policy and practice. Mathematics in School (Harlow). 32 (3), 2‐6 HOYLES, C., MORGAN, C. & WOODHOUSE, G. (1999), Rethinking the mathematics curriculum. London. : Falmer. HUANG, R. & LEUNG, F. K. S. (2002), How Pythagoras' theorem is taught in Czech Republic, Hong Kong and Shanghai: a case study. ZDM. Zentralblatt für Didaktik der Mathematik. 34 (6), 268‐277. HUANG, R. & LEUNG, K. S. F. (2004), Cracking the paradox of Chinese learners: looking into the mathematics classrooms in Hong Kong and Shanghai. In Fan, L. e. a. (ed.) How Chinese learn mathematics. (pp. 348‐381). Singapore.: World Scientific Publishing Co. HUGHES, M., DESFORGES, C., MITCHELL, C. & CARRE, C. (2000), Numeracy and beyond: Applying mathematics in the primary school. Buckingham: Open University Press. Askew et al. Kings College London
Page 16
Values and Variables: Mathematics Education in High Performing Countries References
HUNTLY, I., KAISER, G. & LUNA, E. (1998), Applications of Arithmetic in US and Chinese Textbooks: A Comparative Study International Comparisons in Mathematics Education. (pp. 151 ‐ 162). Routledge. HUNTLY, I., KAISER, G. & LUNA, E. (1998), An Examination of Instructional Practices in Six Countries International Comparisons in Mathematics Education. (pp. 68 ‐ 85). Routledge. HUNTLY, I., KAISER, G. & LUNA, E. (1998), The Rationality and Irrationality of International Comparative Studies International Comparisons in Mathematics Education. (pp. 241 ‐ 256). Routledge. HUNTLY, I., KAISER, G. & LUNA, E. (1998), Some Findings of the US‐Japan Cross‐cultural Research on Students' Problem‐solving Behaviours International Comparisons in Mathematics Education. (pp. 121 ‐ 139). Routledge. HUNTLY, I., KAISER, G. & LUNA, E. (1998), The Value of Comparative Studies International Comparisons in Mathematics Education. (pp. 165 ‐ 188). Routledge. HUNTSINGER, C. S., JOSE, P. E., LIAW, F.‐R. & CHING, W.‐D. (1997), Cultural Differences in Early Mathematics Learning: A Comparison of Euro‐American, Chinese‐American, and Taiwan‐Chinese Families. International Journal of Behavioral Development. 21 (2), 371‐ 388. HUO, F. L., NGAI‐YING, W., JINFA, C. & SHIQI, L. (2004), How Chinese Learn Mathematics‐ Perspectives from Insiders. Series on Mathematics Education ‐ Vol 1, pp. 592 (Singapore, World Scientific). HUSEN, T. (1973), The Standard of the Elite ‐ Some Findings From the Iea International Survey in Mathe Matics and Science. Acta Sociologica. 16 (4), 305‐323. HUSEN, T. (1987), Policy Impact of IEA Research. Comparative Education Review. 31 (1), 29‐ 46. HWANG, H. J. (2004), A Comparitive Analysis of Mathematics Curricula in Korea and England Focusing on the Content of the Algebra Domain International Journal for Mathematics Teaching and Learning. HWANG, H. J. & CHOE, S.‐H. (2007), Actual Conditions of Operating Mathematics Instruction in Accordance with the Current 7th National Curriculum in Korea International Journal for Mathematics Teaching and Learning. Askew et al. Kings College London
Page 17
Values and Variables: Mathematics Education in High Performing Countries References
HWANG, Y. (2001), Why do South Korean students study hard? Reflections on Paik's study. International Journal of Educational Research. 35 (6), 609‐618. IRESON, J. (2004), Private Tutoring: how prevalent and effective is it? London Review of Education. 2 (2), 109 ‐ 122. IRWIN, K., NOVOTNA, J. & TOMAV SEK, V. (1997), TIMSS results in the Czech Republic and in New Zealand. In Hejny, M. e. a. (ed.) 4. bi‐annual conference on elementary mathematics teaching (SEMT‐4). (pp. 108‐111). Praha.: Prometheus. J. HIEBERT, R. GALLIMORE, H. GARNIER, K. BOGARD GIVVIN, H. HOLLINGSWORTH, J. JACOBS, A. M.Y. CHUI, D. WEARNE, M. SMITH, N. KERSTING, A. MANASTER, E. TSENG, W. ETTERBEEK, C. MANASTER, P. GONZALES & STIGLER, J. (2003), Highlights from the TIMSS 1999 Video Study of eighth‐ grade mathematics teaching ( ). JABLONKA, E. (2005), Motivations and meanings of students' actions in six classrooms from Germany, Hong Kong and the United States. ZDM. Zentralblatt für Didaktik der Mathematik. 37 (5), 371‐378. JACOBS, J. K., HOLLINGSWORTH, H. & GIVVIN, K. B. (2007), Video‐Based Research Made "Easy": Methodological Lessons Learned from the TIMSS Video Studies. Field Methods. 19 (3), 284‐299. JAMES W. STIGLER, M. P. (1988), Mathematics learning in Japanese, Chinese, and American classrooms. New Directions for Child and Adolescent Development. 1988 (41), 27‐54. JENKINS, E. W. (2000), Making use of international comparisons of student achievement in science and mathematics. In Shorrocks‐Taylor, D. e. a. (ed.) Learning from others. . (pp. 137‐157). Dordrecht. : Kluwer. JONES, L. V. (1988), School Achievement Trends in Mathematics and Science, and What Can Be Done to Improve Them. Review of Research in Education. 15, 307‐341. JURGES, H. & SCHNEIDER, K. (2004), International Differences in Student Achievement: An Economic Perspective. German Economic Review. 5 (3), 357‐380. KAISER, G. (2000), International comparative studies in mathematics education ‐ possibilities and limits. (Internationale Vergleichsuntersuchungen im Mathematikunterricht ‐ eine Auseinandersetzung mit ihren M\"oglichkeiten und Grenzen.). Journal für Mathematik‐Didaktik. 21 (3‐4), 171‐192. Askew et al. Kings College London
Page 18
Values and Variables: Mathematics Education in High Performing Countries References
KAISER, G., LEUNG, F. K. S., ROMBERG, T. & YASCHENKO, I. (2002), International comparisons in mathematics education: an overview. In Li, T. (ed.) Proceedings of the International Congress of Mathematicians. . (pp. 631‐646). Beijing.: Higher Education Press. KAISER, G., LUNA, E. & HUNTLEY, I. (1999), International comparison in mathematics education. London: Falmer. KAISER, G. & VOLLSTEDT, M. (2007), Teachers’ views on effective mathematics teaching: commentaries from a European perspective. ZDM. 39 (4), 341‐348. KALJAS, T. & SUUP, R. (2003), Abouts exams in mathematics in the Baltic States and in Russia. Koolimatemaatika (30), 55‐58. KAUR, B. (2003), TIMSS‐R: performance of eighth graders from Singapore. Mathematics Educator. 7 (1), 62‐79. KAUR, B. (2005), TIMSS‐R: Performance of eighth graders from 5 Asian countries in mathematics. Hiroshima Journal of Mathematics Education. 11, 69‐92 KAUR, B. & PEREIRA‐MENDOZA, L. (2000), Singapore primary school TIMSS data: Data representation, analysis and probability and patterns, relations and functions. Mathematics Educator (Singapore). 5 (No. 1‐2), 180‐193 KAUR, B. & PEREIRA‐MENDOZA, L. (2000), TIMSS ‐ performance of Singapore secondary students. Pt. B. Proportionality, measurement, fractions and number sense. Journal of Science and Mathematics Education in Southeast Asia. 23 (1), 54‐70. KAUR, B., SOOK FWE, Y. & PHONG LE, K. (2004), The learning of mathematics ‐ expectations, homework and home support. Primary Mathematics. 8 (3), 22‐27. KAVKLER, M., AUBREY, C., TANCIG, S. & MAGAJNA, L. (2001), Getting It Right from the Start? The Influence of Early School Entry on Later Achievements in Mathematics. European Early Childhood Education Research Journal 8( No. 1 ), 75‐93. KAWANAKA, T. & STIGLER, J. W. (1999), Teachers' Use of Questions in Eighth‐Grade Mathematics Classrooms in Germany, Japan, and the United States. Mathematical Thinking and Learning. 1 (4), 255 ‐ 278. KELLY, D. L. (2002), The TIMSS 1995 International Benchmarks of Mathematics and Science Achievement: Profiles of World Class Performance at Fourth and Eighth Grades. Educational Research and Evaluation. 8 (1), 41 ‐ 54. Askew et al. Kings College London
Page 19
Values and Variables: Mathematics Education in High Performing Countries References
KHOH, L. S. (2002), Mathematics education in Singapore: looking back and moving on. Mathematics Educator. 6 (2), 1‐14. KIM, U., PARK, Y.‐S., KWON, Y.‐E. & KOO, J. (2005), Values of Children, Parent‐Child Relationship, and Social Change in Korea: Indigenous, Cultural, and Psychological Analysis. Applied Psychology. 54 (3), 338‐354. KING, E. (2000), A Century of Evolution in Comparative Studies. Comparative Education. 36 (3), 267‐277. KITCHEN, A. (2000), The need for caution when using the results of international mathematics testing to inform policy decisions in education in the member countries. In Shorrocks‐ Taylor, D. e. a. (ed.) Learning from others. . (pp. 219‐231). Dordrecht.: Kluwer. KJRNSLI, M. & LIE, S. (2008), Country profiles of scientific competence in TIMSS 2003. Educational Research and Evaluation. 14 (1), 73 ‐ 85. KLASSEN, R. M., CHONG, W. H., HUAN, V. S., WONG, I., KATES, A. & HANNOK, W. (2008), Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education. 24 1919–1934. KOO, K. J. (1997), A study of current work in curriculum development for school mathematics in Korea towards the 21st century. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 1 (1), 7‐12. KOVACS, A. (2003), Problem‐solving in mathematics with the help of computers. Teaching Mathematics and Computer Science. 1, 405‐422 KRAMMER, H. P. M. (1985), The textbook as classroom context variable. Teaching and Teacher Education. 1 (4), 273‐278. KUBINOVA, M., NOVOTNA, J. & LITTLER, G. H. (1999), Projects and mathematical puzzles ‐ a tool for development of mathematical thinking. In Schwank, I. (ed.) European research in mathematics education I.II. . (pp. 54‐64). KUIPER, W., BOS, K. & PLOMP, T. (2001), Mathematics and science literacy of final‐year secondary school students: Dutch results in an international context. Studies In Educational Evaluation. 27 (1), 27‐46. KUPARI, P. (2003), Instructional practices and teachers' beliefs in finnish mathematics education. Studies In Educational Evaluation. 29 (3), 243‐257.
Askew et al. Kings College London
Page 20
Values and Variables: Mathematics Education in High Performing Countries References
KUPARI, P. (2004), Recent developments in Finnish mathematics education. Nordic Studies in Mathematics Education (NOMAD). 9 (2), 7–21. KUPARI, P., REINIKAINEN, P. & TÖRNROOS, J. (2007), Finnish students’ mathematics and science results in recent international assessment studies: PISA and TIMSS. In E. Pehkonen, M. A., J. Lavonen (ed.) How Finns learn mathematics and science. (pp. 11‐34). Rotterdam: Sense Publishers. KWOK, D. C. & LYTTON, H. (1996), Perceptions of mathematics ability versus actual mathematics performance: Canadian and Hong Kong Chinese children. British Journal of Educational Psychology. 66 (2), 209‐222 KYRO, M. & NYYSSOLA, K. (2006), Attitudes towards Education in Finland and other Nordic Countries. European Journal of Education. 41 (1), 59‐70. LAI, M. Y. (2008), An exploratory study into Chinese and English speaking children's visual perception and their spatial and geometric conceptions in Piagetian tasks (Hong Kong University). LAM, L. (2002), Mathematics education reform in Hong Kong. In Rogerson, A. (ed.) International conference 'The humanistic renaissance in mathematics education`. (pp. 204‐208). LAMPISELKÄ, J., AHTEE, M., PEHKONEN, E., MERI, M. & ELORANTA, V. (2007), Mathematics and science in Finnish comprehensive school. In Pehkonen, E., Ahtee, M. & Lavonen, J. (eds.) How Finns learn mathematics and science. (pp. 35‐47). Rotterdam: Sense Publishers. LAPOINTE, A. E., MEAD, N. A. & ASKEW, J. (1992), Learning mathematics. Princeton, NJ: Educational Testing Service’s Center for the Assessment of Educational Progress LAPOINTE, A. E., MEAD, N. A. & PHILIPS, G. (1989), A world of differences: An international assessment of science and mathematics. Princeton, NJ: Educational Testing Service. LASSIBILLE, G. & GOMEZ, L. N. (2000), Organisation and Efficiency of Education Systems: some empirical findings. Comparative Education. 36 (1), 7 ‐ 19. LAVONEN, J., KRZYWACKI‐VAINIO, H., AKSELA, M., KROKFORS, L., OIKKONEN, J. & SAARIKKO, H. ( 2007), Pre‐service teacher education in chemistry, mathematics and physics. In E. Pehkonen, M. A. J. L. (ed.) How Finns learn mathematics and science. (pp. 49‐67). Rotterdam: Sense Publishers. Askew et al. Kings College London
Page 21
Values and Variables: Mathematics Education in High Performing Countries References
LAW, N., PELGRUM, W. J. & PLOMP, T. (2008), Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong CERC‐ Springer. LEE, J.‐W. & BARRO, R. (2001), Schooling Quality in a Cross‐Section of Countries. Economica. 68 (272), 465‐488. LEE, J. K. (1998), A new direction of assessment in the curriculum for different students' levels. Journal of the Korea Society of Mathematical Education Series A. 37 (2), 139‐ 145. LEE, K. (2005), Student conceptual understanding and application on algebra‐problem‐based curricula. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 9 (2), 125‐133. LEE, K. H. (1999), A review of open education of mathematics classroom in Korea. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 3 (1), 9‐21. LEIMU, K. (2004), Comparing results from different countries, subjects and grade levels Comparing Learning Outcomes. (pp. 145 ‐ 177). Routledge. LETENDRE, G. K. (1999), The Problem of Japan: Qualitative Studies and International Educational Comparisons. Educational Researcher. 28 (2), 38‐45. LETENDRE, G. K., BAKER, D. P., AKIBA, M., GOESLING, B. & WISEMAN, A. (2001), Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan. Educational Researcher. 30 (6), 3‐15. LETENDRE, G. K., HOFER, B. K. & SHIMIZU, H. (2003), What Is Tracking? Cultural Expectations in the United States, Germany, and Japan. American Educational Research Journal. 40 (1), 43‐89. LEUNG, F. (2001), In Search of an East Asian Identity in Mathematics Education. Educational Studies in Mathematics. 47 (1), 35‐51. LEUNG, F. & PARK, K. (2002), Competent students, competent teachers? International Journal of Educational Research. 37 (2), 113‐129. LEUNG, F. K. S. (1987), The Secondary School Mathematics Curriculum in China. Educational Studies in Mathematics. 18 (1), 35‐57. LEUNG, F. K. S. (1995), The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics. An International Journal. 29 (4), 297‐325. Askew et al. Kings College London
Page 22
Values and Variables: Mathematics Education in High Performing Countries References
LEUNG, F. K. S. (2002), Behind the High Achievement of East Asian Students. Educational Research and Evaluation. 8 (1), 87 ‐ 108. LEUNG, F. K. S. (2005), Some Characteristics of East Asian Mathematics Classrooms Based on Data from the Timss 1999 Video Study. Educational Studies in Mathematics. 60 (2), 199‐215. LEUNG, F. K. S. & PARK, K. (2005), Is mathematics teaching in East Asia conducive to creativity development? Results from the TIMSS 1999 video study and the learners' perspective study. Journal of the Korea Society of Mathematical Education. Series D. Research in Mathematical Education. 9 (3), 203‐231 LEUNG, F. K. S., YUNG, B. H. W. & TSO, A. S. F. (2005), Digging below the surface: secondary analysis of TIMSS data for Hong Kong and its implications for educational reform. Canadian Journal of Science, Mathematics and Technology Education. 5 (3), 329‐360 LEWIS, C., PERRY, R. & MURATA, A. (2006), How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher. 35 (3), 3‐14. LI, J. (2004), ''I learn and I grow big'': Chinese preschoolers' purposes for learning. International Journal of Behavioral Development. 28 (2), 116‐128. LI, Y. (2000), A Comparison of Problems That Follow Selected Content Presentations in American and Chinese Mathematics Textbooks. Journal for Research in Mathematics Education. 31 (2), 234‐241. LI, Y. (2002), Knowing, understanding and exploring the content and formation of curriculum materials: a Chinese approach to empower prospective elementary school teachers pedagogically. International Journal of Educational Research. 37 (2), 179‐193. LI, Y., CHEN, X. & KULM, G. (2009), Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. ZDM. 41 (6), 717‐731. LIM‐TEO, S. K. (1998), Seeking a balance in mathematics education ‐ the Singapore story. In Park, H. S. e. a. (ed.) Proceedings of the ICMI‐EARCOME 1 ‐ East Asia Regional Conference on Mathematics Education. . (pp. 315‐343). LIM, C. S. (2007), Characteristics of mathematics teaching in Shanghai, China: through the lens of a Malaysian. Mathematics Education Research Journal. 19 (1), 77‐89 LIM, T. K. & TAN, L. S. (1997), Using the SAT‐M to Identify the Mathematically Talented in Singapore. Gifted Education International. 11 (1), 34‐38. Askew et al. Kings College London
Page 23
Values and Variables: Mathematics Education in High Performing Countries References
LIN, F.‐L. (1988), Societal differences and their influences on children's mathematics understanding. Educational Studies in Mathematics. 19 (4), 471 ‐ 497. LIN, F. L. (1988), Societal differences and their influences on children's mathematics understanding. Educational Studies in Mathematics. 19 (4), 471 ‐ 497. LINN, R. L. & BAKER, E. L. (1995), What Do International Assessments Imply for World‐Class Standards? Educational Evaluation and Policy Analysis. 17 (4), 405‐418. LINNAKYLÄ, P. (2004), Finland. In H. Döbert, E. K. W. S. (ed.) Conditions of school performance in seven countries. A quest for understanding the international variation of PISA results. (pp. 150‐218.). Münster: Waxmann. LO, J. J., HUNG, C. C. & LIU, S. T. (2002), An analysis of teacher education reform in Taiwan since 1994 and its potential impact on the preparation of mathematics teachers at the elementary school level. International Journal of Educational Research. 37 (2), 145‐ 159. LOKAN, J. (2000), Messages for mathematics education from TIMSS in Australia. In Shorrocks‐ Taylor, D. e. a. (ed.) Learning from others. (pp. 259‐277). Dordrecht.: Kluwer, . LOKAN JAN; FORD, P. G., LISA (1997), Maths and science on the line. Australian middle primary students' performance in the Third International Mathematics and Science Study. Camberwell, VIC: Australian Council for Educational Research. LUMMIS, M. & STEVENSON, H. W. (1990), Gender Differences in Beliefs and Achievement: A Cross‐Cultural Study. Developmental Psychology. 26 (2), 254‐263. MA, L. (1999), Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, New Jersey: Lawrence Erlbaum Associates. MA, L. (2008), Response to Bridging Polarities: How Liping Ma's Knowing and Teaching Elementary Mathematics Entered the U.S. Mathematics and Mathematics Education Discourses. Pedagogies: An International Journal. 3 (4), 219 ‐ 220. MA, X. (1995), Gender differences in mathematics achievement between Canadian and Asian education systems. Journal of Educational Research. 89 (2), 118‐127. MA, X. & MCINTYRE, L. J. (2005), Exploring Differential Effects of Mathematics Courses on Mathematics Achievement. Canadian Journal of Education / Revue canadienne de l'éducation. 28 (4), 827‐852. Askew et al. Kings College London
Page 24
Values and Variables: Mathematics Education in High Performing Countries References
MACNAB, D. (2000), Raising Standards in Mathematics Education: Values, Vision, and TIMSS. Educational Studies in Mathematics. 42 (1), 61‐80. MALARA, N. A. (1994), Geometry in some European mathematics curricula for pupils aged 6‐ 16. (La geometria nei programmi di alcuni paesi europei per allievi dai 6 ai 16 anni.). L'Insegnamento della Matematica e delle Scienze Integrate(6), 675‐700. MALATY, G. (2007), What are the Reasons Behind the Success of Finland in PISA International Journal for Mathematics Teaching and Learning. MARKS, G. N., CRESSWELL, J. & AINLEY, J. (2006), Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation. 12 (2), 105 ‐ 128. MARSH, H. W., KONG, C.‐K. & HAU, K.‐T. (2001), Extension of the Internal/External Frame of Reference Model of Self‐Concept Formation: Importance of Native and Nonnative Languages for Chinese Students. Journal of Educational Psychology. 93 (3), 543‐553. MAYER, R. E., TAJIKA, H. & STANLEY, C. (1991), Mathematical Problem Solving in Japan and the United States: A Controlled Comparison. Journal of Educational Psychology. 83 (1), 69‐ 72. MCGAW, B. (2008), Further reflections. Assessment in Education: Principles, Policy & Practice. 15 (3), 279 ‐ 282. MCGAW, B. (2008), The role of the OECD in international comparative studies of achievement. Assessment in Education: Principles, Policy & Practice. 15 (3), 223 ‐ 243. MCGINN, N. F. (2004), International Cooperation in Comparative Education Research. In McGinn, N. F. (ed.) Learning Through Collaborative Research. (pp. 1 ‐ 20). Routledge. MCKNIGHT, C. C. & SCHMIDT, W. H. (1998), Facing Facts in U.S. Science and Mathematics Education: Where We Stand, Where We Want to Go. Journal of Science Education and Technology. 7 (1), 57‐76. MENON, R. (2001), On My Mind: Should the United States Emulate Singapore's Education System To Achieve Singapore's Success in the TIMSS? Mathematics Teaching in the Middle School. 5 (6), 345‐47. MERRELL, C. & TYMMS, P. (2007), what children know and can do when they start school and how this varies between countries. Journal of Early Childhood Research. 5 (2), 115‐ 134. Askew et al. Kings College London
Page 25
Values and Variables: Mathematics Education in High Performing Countries References
MEYER, I. D., PAULY, J. & POELE, L. V. D. (2005), Learning for Tomorrow’s Problems in Flanders, First Results from PISA2003 (University of Ghent, Centre for Educational Affairs). MICKLEWRIGHT, J. (1999), Education, inequality and transition. The Economics of Transition. 7 (2), 343‐376. MILLER, D. C., SEN, A. & MALLEY, L. B. (2007), Comparative Indicators of Education in the United States and Other G‐8 Countries: 2006 MISLEVY, R. J. (1995), What Can We Learn from International Assessments? Educational Evaluation and Policy Analysis. 17 (4), 419‐437. MIURA, I. T., KIM, C. C., CHANG, C.‐M. & OKAMOTO, Y. (1988), Effects of Language Characteristics on Children's Cognitive Representation of Number: Cross‐National Comparisons. Child Development. 59 (6), 1445‐1450. MIURA, I. T. & OKAMOTO, Y. (1989), Comparisons of U.S. and Japanese First Graders' Cognitive Representation of Number and Understanding of Place Value. Journal of Educational Psychology. 81 (1), 109‐114. MIURA, I. T., OKAMOTO, Y., KIM, C. C., CHANG, C.‐M., STEERE, M. & FAYOL, M. (1994), Comparisons of Children's Cognitive Representation of Number: China, France, Japan, Korea, Sweden, and the United States. International Journal of Behavioral Development. 17 (3), 401‐411. MIURA, I. T., OKAMOTO, Y., KIM, C. C., STEERE, M. & FAYOL, M. (1993), First Graders' Cognitive Representation of Number and Understanding of Place Value: Cross‐National Comparisons‐‐France, Japan, Korea, Sweden, and the United States. Journal of Educational Psychology. 85 (1), 24‐30. MOK, I. A. C. & MORRIS, P. (2001), The metamorphosis of the `virtuoso': pedagogic patterns in Hong Kong primary mathematics classrooms. Teaching and Teacher Education. 17 (4), 455‐468. MOK, I. A. C. & MORRIS, P. (2002), The Metamorphosis of the "Virtuoso": Pedagogical Patterns in Hong Kong Primary Mathematics Classrooms. Teaching and Teacher Education. An International Journal of Research and Studies. 17 (4), 455‐68. MOSVOLD, R. (2008), Real‐life Connections in Japan and the Netherlands: National teaching patterns and cultural beliefs. International Journal for Mathematics Teaching and Learning. Askew et al. Kings College London
Page 26
Values and Variables: Mathematics Education in High Performing Countries References
MULLIS, I. V. S., MARTIN, M. O., FOY, P., OLSON, J. F., PREUSCHOFF, C. & ERBERBER, E. (2008), TIMSS 2007 International Mathematics Report (Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College). MULLIS, I. V. S., MARTIN, M. O., GONZALEZ, E. J. & CHROSTOWSKI, S. J. (2004), TIMSS 2003 International Mathematics Report: Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades (Chestnut Hill, MA, TIMSS & PIRLS International Study Center, Boston College). MULLIS, I. V. S., MARTIN, M. O., OLSON, J. F., BERGER, D. R., MILNE, D. & STANCO, G. M. (2008), Timss 2007 Encyclopedia: A Guide to Mathematics and Science Education Around the World (Vol 2) (Chestnut Hill, MA, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College). MULLIS, I. V. S., MARTIN, M. O., OLSON, J. F., BERGER, D. R., MILNE, D. & STANCO, G. M. (2008), Timss 2007 Encyclopedia: A Guide to Mathematics and Science Education Around the World (Vol. 1) (Chestnut Hill, MA, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College). NARDI, E. (2008), Cultural biases: a non‐Anglophone perspective. Assessment in Education: Principles, Policy & Practice. 15 (3), 259 ‐ 266. NASH, R. (2003), Inequality/difference in education: is a real explanation of primary and secondary effects possible? The British Journal of Sociology. 54 (4), 433‐451. NATIONAL INSTITUTE ON STUDENT ACHIEVEMENT, C. A. A. (1998), The Educational System in Japan: Case Study Findings (National Institute on Student Achievement, Curriculum and Assessment). NCES, N. C. F. E. S. (2009), Mathematics Concepts, Matheamtics Items: Complete TIMMS 8 Mathematics Items 1999 and 2003. NEWTON, P. E., STOBART, G., GOLDSTEIN, H., HARLEN, W., BAIRD, J.‐A. & WINTER, J. (2008), Return of the bible. Assessment in Education: Principles, Policy & Practice. 15 (3), 307 ‐ 320. NGAIYING, W. (1992), The relationship among mathematics achievement, affective variables and home background. Mathematics Education Research Journal. 4 (3), 32‐42. NGAIYING, W. (1993), Mathematics education in Hong Kong: developments in the last decade. In Bell, G. (ed.) Asian perspectives on mathematics education. (pp. 56‐69).
Askew et al. Kings College London
Page 27
Values and Variables: Mathematics Education in High Performing Countries References
NGAIYING, W. (1996), Students' perceptions of the mathematics classroom in Hong Kong. Hiroshima Journal of Mathematics Education. 4, 89‐107 NGAIYING, W. & WATKINS, D. (1996), Self‐monitoring as a mediator of person‐environment fit: an investigation of Hong Kong mathematics classroom environments. British Journal of Educational Psychology. 66 (2), 223‐229. NGAIYING, W. & WATKINS, D. (1998), A longitudinal study of the psychosocial environmental and learning approaches in the Hong Kong classroom. Journal of Educational Research. 19 (4), 247‐254. NGAN NG, S. S., LOPEZ‐REAL, F. & RAO, N. (2003), Early mathematics teaching: The relationship between teachers' beliefs and classroom practices. In Pateman, N. A. e. a. (ed.) Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME‐NA. (pp. 213‐ 220). NIKOLAKAKI, M. (2002), The modernization of mathematics education in Greek primary schools: from pre‐ to post through modernity. In Gagatsis, A. e. a. (ed.) 3rd Mediterranean conference on mathematical education: Mathematics in the modern world, mathematics and didactics, mathematics and life, mathematics and society. (pp. 591‐601 ). NONOYAMA‐TARUMI, Y. (2008), Cross‐National Estimates of the Effects of Family Background on Student Achievement: A Sensitivity Analysis. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation. 54 (1), 57‐82. O'LEARY, M. (2002), Stability of Country Rankings Across Item Formats in the Third International Mathematics and Science Study. Educational Measurement: Issues and Practice. 21 (4), 27‐38. PAIK, S. J. (2001), Introduction, background, and international perspectives: Korean history, culture, and education. International Journal of Educational Research. 35 (6), 535‐607. PAIK, S. J. (2004), Korean and US families, schools, and learning. International Journal of Educational Research. 41 (1), 71‐90. PALECKOVA, J. (1999), Performance Assessment in the Czech Republic. Studies in Educational Evaluation. 25 (3), 265‐68. Askew et al. Kings College London
Page 28
Values and Variables: Mathematics Education in High Performing Countries References
PALMER, J. (2006), The Hungarian hexagon. Mathematics Teaching incorporating Micromath(195), 19‐22. PAPANASTASIOU, C. (2002), Achievements in Mathematics and Science in an International Context. Educational Research and Evaluation. 8 (1), 3 ‐ 12. PAPANASTASIOU, C. (2002), TIMSS study in Cyprus: Patterns of achievements in mathematics and science. Studies In Educational Evaluation. 28 (3), 223‐233. PAPANASTASIOU, E. (2002), Factors that Differentiate Mathematics Students in Cyprus, Hong Kong, and the USA. Educational Research and Evaluation. 8 (1), 129 ‐ 146. PARK, H. (2007), Inequality of Educational Opportunity in Korea by Gender, Socio‐Economic Background, and Family Structure. The International Journal of Human Rights. 11 (1), 179 ‐ 197. PARK, H., SANDEFUR, G. D., EMILY, H. & BRUCE, F. (2006), Families, Schools, and Reading in Asia and Latin America Research in the Sociology of Education. (pp. 133‐162). JAI. PEHKONEN, E. (1994), On differences in pupils' conceptions about mathematics teaching. Mathematics Educator. 5 (1), 3‐10. PEHKONEN, E. & TOMPA, K. (1994), Pupils' conceptions about mathematics teaching in Finland and Hungary. International Journal of Mathematical Education in Science and Technology. 25 (2), 229‐238. PELGRUM, W. J. (1988), Mathematics in middle schools in Western European countries. International Journal of Educational Research. 12 (5), 523‐532. PENG, L. C. & KHEONG, F. H. (1996), Variables associated with mathematics achievement of primary five pupils in Singapore schools. Mathematics Educator. 1 (1), 1‐16 PEREIRA‐MENDOZA, L. & KAUR, B. (1999), TIMSS ‐ performance of Singapore secondary students. Pt. A. Algebra, geometry and data representation, analysis and probability. Journal of Science and Mathematics Education in Southeast Asia. 22 (2), 38‐55 PERRY, B., VISTRO‐YU, C., HOWARD, P. W., NGAI‐YING & KEONG, F. H. (2002), Beliefs of primary teachers about mathematics and its teaching and learning. Views from Singapore, Philippines, Mainland China, Hong Kong, Taiwan and Australia. In Barton, B. e. a. (ed.) Mathematics education in the South Pacific. (pp. 551‐558).
Askew et al. Kings College London
Page 29
Values and Variables: Mathematics Education in High Performing Countries References
PERRY, M., VANDERSTOEP, S. W. & YU, S. L. (1993), Asking Questions in First‐Grade Mathematics Classes: Potential Influences on Mathematical Thought. Journal of Educational Psychology. 85 (1), 31‐40. PHELPS, R. P. (2001), Benchmarking to the World's Best in Mathematics: Quality Control in Curriculum and Instruction Among the Top Performers in the TIMSS. Eval Rev. 25 (4), 391‐439. PONG, S.‐L., DRONKERS, J. & HAMPDEN‐THOMPSON, G. (2003), Family Policies and Children's School Achievement in Single‐ Versus Two‐Parent Families. Journal of Marriage and Family. 65 (3), 681‐699. PONG, S.‐L. & PALLAS, A. (2001), Class Size and Eighth‐Grade Math Achievement in the United States and Abroad. Educational Evaluation and Policy Analysis. 23 (3), 251‐273. PRAIS, S. J. (1997), How Did English Schools and Pupils Really Perform in the 1995 International Comparisons in Mathematics ? National Institute Economic Review. 161 (1), 53‐68. PRAIS, S. J. (2003), Cautions on OECD'S Recent Educational Survey (PISA). Oxford Review of Education. 29 (2), 139‐163. PRAIS, S. J. (2004), Cautions on OECD's recent educational survey (PISA): rejoinder to OECD's response. Oxford Review of Education. 30 (4), 569 ‐ 573. PRAIS, S. J. (2007), Two recent (2003) international surveys of schooling attainments in mathematics: England's problems. Oxford Review of Education. 33 (1), 33 ‐ 46. PRAIS, S. J. & WAGNER, K. (1985), Schooling Standards in England and Germany: Some Summary Comparisons Bearing on Economic Performance. National Institute Economic Review. 112 (1), 53‐76. PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT, P. (2004), Learning for Tomorrow’s World: First Results from PISA 2003. Paris: Organisation for Economic Co‐operation and Development (OECD). QCA, Q. A. C. A. (2009), Finland's National Core Curriculum for Basic Education 2004 (Publication of the Finnish National Board of Education (FNBE) ). RANDEL, B., STEVENSON, H. W. & WITRUK, E. (2000), Attitudes, beliefs, and mathematics achievement of German and Japanese high school students. International Journal of Behavioral Development. 24 (2), 190‐198. Askew et al. Kings College London
Page 30
Values and Variables: Mathematics Education in High Performing Countries References
RAO, N., CHENG, K.‐M. & NARAIN, K. (2003), Primary Schooling in China and India: Understanding How Socio‐Contextual Factors Moderate the Role of the State. International
Review
of
Education/Internationale
Zeitschrift
für
Erziehungswissenschaft/Revue internationale l'éducation. 49 (1), 153‐176. RAO, N., MOELY, B. E. & SACHS, J. (2000), Motivational Beliefs, Study Strategies, and Mathematics Attainment in High‐ and Low‐Achieving Chinese Secondary School Students. Contemporary Educational Psychology. 25 (3), 287‐316. REYNOLDS, D. & FARRELL, S. (1996), Worlds apart: A review of international surveys of educational achievement involving England. London: OFSTED. REYS, B. J., REYS, R. E. & KOYAMA, M. (1996), The Development of Computation in Three Japanese Primary‐Grade Textbooks. The Elementary School Journal. 96 (4), 423‐437. REYS, B. J., REYS, R. E. & PENAFIEL, A. F. (1991), Estimation Performance and Strategy Use of Mexican 5th and 8th Grade Student Sample. Educational Studies in Mathematics. 22 (4), 353‐375. RIGGALL, A. & SHARP, C. (2008), The Structure of Primary Education: England and Other Countries (Primary Review Research Survey 9/1) (Cambridge, University of Cambridge, Faculty of Education). ROBITAILLE, D. F. (1997), National contexts for mathematics and science education : an encyclopedia of the educational systems participating in TIMSS (Vancouver, Pacific Educational Press). ROBITAILLE, D. F. & BEATON, A. E. (2002), Secondary analysis of the TIMSS data (Dordrecht, Kluwer). ROBITAILLE, D. F. & GARDEN, R. A. (1989), The IEA Study of Mathematics II: Context and Outcomes of School Mathematics (Oxford, Pergamon Press). RUDDOCK, G., SAINSBURY, M., CLAUSEN‐MAY, T., VAPPULA, H., MASON, K. & PATTERSON, E. W. (2008), Comparison of the Core Primary Curriculum in England to those of Other High Performing Countries (London, DCSF). RUDDOCK, G., STURMAN, L., SCHAGEN, I., STYLES, B., GNALDI, M. & VAPPULA, H. (2004), Where England stands in the Trends in International Mathematics and Science Study (TIMSS) 2003. National report for England. Slough: National Foundation for Educational Research (NFER). Askew et al. Kings College London
Page 31
Values and Variables: Mathematics Education in High Performing Countries References
RUTKOWSKI, L. & RUTKOWSKI, D. (2009), Trends in TIMSS responses over time: evidence of global forces in education? Educational Research and Evaluation: An International Journal on Theory and Practice. 15 (2), 137 ‐ 152. SAHLBERG, P. (2007), Education policies for raising student learning: the Finnish approach. Journal of Education Policy. 22 (2), 147 ‐ 171. SAMIMY, K., LIU, J. & MATSUTA, K. (1994), Gambare, Amae, and Giri: A cultural explanation for Japanese children's success in mathematics. The Journal of Mathematical Behavior. 13 (3), 261‐271. SARAVANAMUTHU, K. (2008), Reflecting on the Biggs‐Watkins theory of the Chinese Learner. Critical Perspectives on Accounting. 19 (2), 138‐180. SCHAUB, M. & BAKER, D. P. (1991), Solving the Math Problem: Exploring Mathematics Achievement in Japanese and American Middle Grades. American Journal of Education. 99 (4), 623‐642. SCHILLER, K. S., KHMELKOV, V. T. & WANG, X.‐Q. (2002), Economic Development and the Effects of Family Characteristics on Mathematics Achievement. Journal of Marriage and the Family. 64 (3), 730‐742. SCHMIDT, W. H., JAKWERTH, P. M. & MCKNIGHT, C. C. (1998), Curriculum sensitive assessment: Content does make a difference. International Journal of Educational Research. 29, 503‐527. SCHMIDT, W. H., JORDE, D., S., C. L., BARRIER, E., GONZALO, I., MOSER, U., SHIMIZU, K., SAWADA, T., VALVERDE, G. A., MCKNIGHT, C., PRAWAT, R. S., WILEY, D. E., RAIZEN, S. A., BRITTON, E. D. & WOLFE, R. G. (1996), Characterizing pedagogical flow : an investigation of mathematics and science teaching in six countries (Dordrecht, Kluwer). SCHMIDT, W. H. & MCKNIGHT, C. C. (1998), What can We Really Learn from TIMSS? Science. 282 (5395), 1830‐1831. SCHMIDT, W. H., RAIZEN, S., BRITTON, E. D., BIANCHI, L. J. & WOLFE, R. G. (1997), Many visions, many aims: a cross‐national investigation of curricular intentions in school science. Dordrecht: Kluwer. SCHUMER, G. (1999), Mathematics education in Japan. Journal of Curriculum Studies. 31 (4), 399 ‐ 427.
Askew et al. Kings College London
Page 32
Values and Variables: Mathematics Education in High Performing Countries References
SHEN, C. & TAM, H. P. (2008), The paradoxical relationship between student achievement and self‐perception: a cross‐national analysis based on three waves of TIMSS data. Educational Research and Evaluation. 14 (1), 87 ‐ 100. SHIMIZU, K. (2001), The Pendulum of Reform: Educational Change in Japan from the 1990s Onwards. Journal of Educational Change. 2 (3), 193‐205. SHORROCKS‐TAYLOR, D., JENKINS, E. W., CURRY, J. & SWINNERTON, B. (2000), International comparisons of pupil performance and national mathematics and science testing in England. In Shorrocks‐Taylor, D. e. a. (ed.) Learning from others. International comparisons in education. (pp. 233‐258). Dordrecht. : Kluwer. SHORROCKS‐TAYLOR, D. J., EDGAR W. (2000), Learning from others. International comparisons in education. Dordrecht.: Kluwer. SIMOLA, H. (2005), The Finnish miracle of PISA: historical and sociological remarks on teaching and teacher education. Comparative Education. 41 (4), 455 ‐ 470. SIMOLA, H., RINNE, R., VARJO, J., PITKONEN, H. & KAUKO, J. (2009), Quality assurance and evaluation (QAE) in Finnish compulsory schooling: a national model or just unintended effects of radical decentralisation? Journal of Education Policy. 24 (2), 163 ‐ 178. SKOURAS, A. (2002), Enriching the teaching of mathematics with cross‐curricular approaches. . Evaluation of Educational Issues.(7). SONG, M.‐J. & GINSBURG, H. P. (1987), The Development of Informal and Formal Mathematical Thinking in Korean and U. S. Children. Child Development. 58 (5), 1286‐1296. SORENSEN, C. W. (1995), Success and Education in South Korea. Comparative Education Review. 38 (1), 10‐35. STACEY, K. (2005), The place of problem solving in contemporary mathematics curriculum documents. The Journal of Mathematical Behavior. 24 ( 3‐4), 341‐350. STEDMAN, L. C. (1997), International Achievement Differences: An Assessment of a New Perspective. Educational Researcher. 26 (3), 4‐15. STEVENSON, H. W., LEE, S.‐Y., CHEN, C., LUMMIS, M., STIGLER, J., FAN, L. & GE, F. (1990), Mathematics Achievement of Children in China and the United States. Child Development. 61 (4), 1053‐1066.
Askew et al. Kings College London
Page 33
Values and Variables: Mathematics Education in High Performing Countries References
STEVENSON, H. W., LEE, S.‐Y., CHEN, C., STIGLER, J. W., HSU, C.‐C., KITAMURA, S. & HATANO, G. (1990), Contexts of Achievement: A Study of American, Chinese, and Japanese Children. Monographs of the Society for Research in Child Development. 55 (1/2), i‐119. STIGLER, J. W., LEE, S.‐Y. & STEVENSON, H. W. (1987), Mathematics Classrooms in Japan, Taiwan, and the United States. Child Development. 58 (5), 1272‐1285. STRAKOVA, J. (1999), Mathematics education and TIMSS results in the Czech Republic. In Usiskin, Z. (ed.) Developments in school mathematics education around the world. . (pp. 178‐187). Reston, VA. . STURMAN, L., RUDDOCK, G., BURGE, B., STYLES, B., LIN, Y. & VAPPULA, H. (2008), England’s Achievement in TIMSS 2007 National Report for England (Slough, NFER). SUTER, L. E. (2000), Is Student Achievement Immutable? Evidence From International Studies on Schooling and Student Achievement. Review of Educational Research. 70 (4), 529‐ 545. SYLVA, K., MELHUISH, E., SAMMONS, P., SIRAJ‐BLATCHFORD, I. & TAGGART, B. (2008), Final Report from the Primary Phase: Pre‐school, School and Family Influences on Children’s Development During Key Stage 2 (Age 7‐11). Research Report DCSF‐RR061. (London, Department for Schools, Children and Families). SZENDREI, J. (2007), When the going gets tough, the tough gets going problem solving in Hungary, 1970–2007: research and theory, practice and politics. ZDM. 39 (5), 443‐458. SZEREDI, E. & TOROK, J. (2007), Teaching polygons in the secondary school: a four country comparative study. Teaching Mathematics and Computer Science. 5 (1), 29‐65 TATSUOKA, K. K., CORTER, J. E. & TATSUOKA, C. (2004), Patterns of Diagnosed Mathematical Content and Process Skills in TIMSS‐R across a Sample of 20 Countries. American Educational Research Journal. 41 (4), 901‐926. TRAVERS, K. J. (2004), The Perils and Promises of International Surveys of School Achievement: A Response to Howard Russell's "Connections among Factors in Education". Curriculum Inquiry. 34 (3), 315‐317. TRAVERS, K. J. & WESTBURY, I. (1989), The IEA Study of Mathematics I: Analysis of Mathematics Curricula (Oxford, Pergamon Press).
Askew et al. Kings College London
Page 34
Values and Variables: Mathematics Education in High Performing Countries References
TSUI, M. (2005), Family Income, Home Environment, Parenting, and Mathematics Achievement of Children in China and the United States. Education and Urban Society. 37 (3), 336‐355. TUSS, P., ZIMMER, J. & HO, H. (1995), Causal Attributions of Underachieving Fourth‐Grade Students in China, Japan, and the United States. Journal of Cross‐Cultural Psychology. 26 (4), 408‐425. UTTAL, D. H., LUMMIS, M. & STEVENSON, H. W. (1988), Low and High Mathematics Achievement in Japanese, Chinese, and American Elementary‐School Children. Developmental Psychology. 24 (3), 335‐342. UUZEL, C. I. & BERBEROGLU, G. (2005), An analysis of the programme for international student assessment 2000 (PISA 2000) mathematical literacy data for brazilian, japanese and norwegian students. Studies In Educational Evaluation. 31 (4), 283‐314. VALIJARVI, J. (2003), The System and How Does It Work: Some Curricular and Pedagogical Characteristics of the Finnish Comprehensive School Education Journal. 31 (2), 31‐55. VÄLIJÄRVI, J., KUPARI, P., LINNAKYLÄ, P., REINIKAINEN, P., SULKUNEN, S., TÖRNROOS, J. & ARFFMAN, I. (2007), The Finnish success in PISA – and some reasons behind it 2: PISA 2003 (Jyväskylä:, University of Jyväskylä, Institute for Educational Research.). VÄLIJÄRVI, J., LINNAKYLÄ, P., KUPARI, P., REINIKAINEN, P. & ARFFMAN, I. (2002), The Finnish success in PISA – and some reasons behind it: PISA 2000 (Jyväskylä, University of Jyväskylä, Institute for Educational Research). VALVERDE, G. A., BIANCHI, L. J., WOLFE, R. G., SCHMIDT, W. H. & HOUANG, R. T. (2002), According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Dordrecht: Kluwer. VAN DE GRIFT, W. (2007), Quality of teaching in four European countries: a review of the literature and application of an assessment instrument. Educational Research. 49 (2), 127 ‐ 152. VARI, P., TUSKA, A. & KROLOPP, J. (2002), Change of Emphasis in the Mathematics Assessments in Hungary. Educational Research and Evaluation. An International Journal on Theory and Practice. 8 (1), 109‐27. VLADIMIR, B. & VLADIMIR, K. (1993), Diagnosing the quality of pupils' mathematical knowledge. Acta Didactica Universitatis Comenianae, Mathematics(2 Askew et al. Kings College London
Page 35
Values and Variables: Mathematics Education in High Performing Countries References
), 1‐19 VOS, P. & KUIPER, W. (2005), Trends in the TIMSS Mathematics Performance Assessment in The Netherlands. Educational Research and Evaluation. 11 (2), 141 ‐ 154. WAGEMAKER, H. (2008), Choices and trade‐offs: reply to McGaw. Assessment in Education: Principles, Policy & Practice. 15 (3), 267 ‐ 278. WALDFOGEL, J. & ZHAI, F. (2008), Effects of public preschool expenditures on the test scores of fourth graders: evidence from TIMSS. Educational Research and Evaluation. 14 (1), 9 ‐ 28. WANG, D. B. (2004), Family background factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research. 41 (1), 40‐54. WANG, J. (2001), TIMSS Primary and Middle School Data: Some Technical Concerns. Educational Researcher. 30 (6), 17‐21. WANG, J. & BINYAN, X. (2004), Trends and Challenges in Mathematics Education Shanghai: East China Normal University Press WANG, J. & LIN, E. (2005), Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards‐Based Mathematics Teaching Reform. Educational Researcher. 34 (5), 3‐13. WANG, T. & CAI, J. (2007), Chinese (Mainland) teachers’ views of effective mathematics teaching and learning. ZDM. 39 (4), 287‐300. WATANABE, T. (2003), Teaching Multiplication: An Analysis of Elementary School Mathematics Teachers' Manuals from Japan and the United States. The Elementary School Journal. 104 (2), 111‐125. WEST, M. R. & WOMANN, L. (2006), Which school systems sort weaker students into smaller classes? International evidence. European Journal of Political Economy. 22 (4), 944‐ 968. WESTBURY, I. (1992), Comparing American and Japanese Achievement: Is the United States Really a Low Achiever? Educational Researcher. 21 (5), 18‐24. WHANG, P. A. & HANCOCK, G. R. (1994), Motivation and mathematics achievement: Comparisons between Asian‐American and non‐Asian students. Contemporary Educational Psychology. 19 (3), 302– 322. Askew et al. Kings College London
Page 36
Values and Variables: Mathematics Education in High Performing Countries References
. WHITBURN, J. (1995), The Teaching of Mathematics in Japan: an English perspective. Oxford Review of Education. 21 (3), 347 ‐ 360. WHITBURN, J. (1996), Contrasting Approaches to the Acquisition of Mathematical Skills: Japan and England. Oxford Review of Education. 22 (4), 415‐434. WHITBURN, J. & NATIONAL INSTITUTE OF ECONOMIC AND SOCIAL RESEARCH (2000), Strength in numbers : learning maths in Japan and England. London: National Institute of Economic and Social Research. WILIAM, D. (1998), Making international comparisons: the Third International Mathematics and Science Study. Book review. British Journal of Curriculum and Assessment. 8 (3), 33‐38. WILIAM, D. (2008), International comparisons and sensitivity to instruction. Assessment in Education: Principles, Policy & Practice. 15 (3), 253 ‐ 257. WILSON, L., ANDREW, C. & SOURIKOVA, S. (2001), Shape and Structure in Primary Mathematics Lessons: A Comparative Study in the North‐East of England and St Petersburg, Russia: Some Implications for the Daily Mathematics Lesson. British Educational Research Journal. 27 (1), 29‐58. WOLF, A. & STEEDMAN, H. (1998), Basic Competence in Mathematics: Swedish and English 16 Year Olds. Comparative Education. 34 (3), 241‐259. WONG, N.‐Y. (2003), The influence of technology on the mathematics curriculum. In Bishop, A. J. e. a. (ed.) Second International Handbook of Mathematics Education. Pt. 1 and 2. (pp. 271‐321). Dordrecht.: Kluwer. WOODWARD, J. & ONO, Y. (2004), Mathematics and Academic Diversity in Japan. J Learn Disabil. 37 (1), 74‐82. WOSSMANN, L. (2003), Schooling Resources, Educational Institutions and Student Performance: the International Evidence. Oxford Bulletin of Economics and Statistics. 65 (2), 117‐170. WOSSMANN, L. (2005), Educational Production in East Asia: The Impact of Family Background and Schooling Policies on Student Performance. German Economic Review. 6 (3), 331‐ 353. WOSSMANN, L. (2005), Educational production in Europe. Economic Policy. 20 (43), 445‐504. Askew et al. Kings College London
Page 37
Values and Variables: Mathematics Education in High Performing Countries References
XIE, X. (2004), The Cultivation of Problem‐Solving and Reason in NCTM and Chinese National Standards [87]. International Journal for Mathematics Teaching and Learning, 1‐20. YEH, S. S. (2009), Class size reduction or rapid formative assessment?: A comparison of cost‐ effectiveness. Educational Research Review. 4 (1), 7‐15. ZHAO, D.‐C., MULLIGAN, J. & MITCHELMORE, M. (2006), Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools Mathematics Education in Different Cultural Traditions‐A Comparative Study of East Asia and the West. (pp. 261‐ 275). ZHOU, Z., PEVERLY, S. T., BOEHM, A. E. & CHONGDE, L. (2000), American and Chinese children's understanding of distance, time, and speed interrelations. Cognitive Development. 15 (2), 215‐240. ZHOU, Z., PEVERLY, S. T. & XIN, T. (2006), Knowing and teaching fractions: A cross‐cultural study of American and Chinese mathematics teachers. Contemporary Educational Psychology. 31 (4), 438‐457. ZHU, Y. & FAN, L. (2006), Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States. International Journal of Science and Mathematics Education. 4 (4), 609‐626. ZIQIANG, Z. & MONROE, E. E. (1991), Mathematics Education in China Today: Four Problem Areas. Educational Studies in Mathematics. 22 (2), 205‐208.
Askew et al. Kings College London
Page 38