International Comparative Studies In Mathematics: Lessons For Improving students’ Learning

Abstract

Comparing is one of the most basic intellectual activities. We consciously make comparisons to understand where we stand, both in relation to others as well as to our own past experiences. There has been a long history of international comparative studies in education (Alexander 2000). Especially in the past several decades, many international comparative studies of mathematics have been conducted, either to examine differences in mathematical proficiency and dispositions among students from various countries or to understand the possible influence on the observed differences of various factors such as curriculum, teacher preparation, quality of classroom instruction, and parental involvement. Some of these studies are large-scale, and others are small-scale in-depth analyses from cognitive or social perspectives. These international comparative studies in mathematics are valuable because they provide a large body of knowledge showing how students do mathematics in the context of the world’s varied educational institutions. In addition, they examine the cultural and educational factors that influence the learning of mathematics.