Converging Patterns of Knowledge and Skills in Mathematics? Evidence From TIMSS 1995–2011

• In Event: Discussions on STEM Assessment Within an International Context

Abstract

It has been claimed that countries copy the strategies of the best performing countries, resulting in a world curriculum and loss of uniqueness and innovativeness of individual countries. There is, however, limited evidence of such a homogenization in patterns of knowledge across countries. With the aid of data from five TIMSS assessments (1995-2011) we seek to address the issue of curricular convergence. Countries’ response patterns in subdomains of mathematics were investigated, using latent profile analysis. We test whether fewer latent classes represent more countries over time by regressing class membership on a time variable. The analyses provided no support for a global convergence but we find some evidence for converging achievement patterns in countries that share similar language and culture.

Authors

• Stefan Johansson, University of Gothenburg

• Rolf Strietholt, University of Dortmund