Relevant bibliographies by topics / National Council Teachers of Mathematics (NCTM)

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'National Council Teachers of Mathematics (NCTM)'

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Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "National Council Teachers of Mathematics (NCTM)"

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Mrayyan, Salwa. "Jordanian Elementary Math Curriculum and Geometry Content Along With National Council Teachers of Mathematics (NCTM) Grades (1-6) as Case Study." Greener Journal of Educational Research 3, no. 3 (2013): 144–54. https://doi.org/10.15580/gjer.2013.3.021313452.

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This study aimed to analyze geometry content of math text books for first grade to sixth grade in Jordan, along with the National Council of Teachers of Mathematics (NCTM). The researcher analyzed the content of these text books for geometry subject, trying to ally these standards to (NCTM) standards. 21 standards determined and divided into four categories. Four categories ranged between not available to highly available reflecting inconsistency geometry content to some extent in accordance with geometry standards of the National Council Teachers of Mathematics (NCTM). This result agreed with
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Heck, Daniel J., James E. Tarr, Karen F. Hollebrands, et al. "Reporting Research for Practitioners: Proposed Guidelines." Journal for Research in Mathematics Education 43, no. 2 (2012): 126–43. http://dx.doi.org/10.5951/jresematheduc.43.2.0126.

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The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and i
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Romberg, Thomas A. "One Point of View: NCTM's Curriculum and Evaluation Standards: What They Are and Why They Are Needed." Arithmetic Teacher 35, no. 9 (1988): 2–3. http://dx.doi.org/10.5951/at.35.9.0002.

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During this past year, NCTM has produced a working draft of a set of curriculum and evaluation Standard for school mathematics (Commission on Standards for School Mathematics of the National Council of Teachers of Mathematic 1987). As chair of the Commission, I have been asked to respond to four questiona.
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Crosswhite, F. Joe, John A. Dossey, and Shirley M. Frye. "NCTM Standards for School Mathematics: Visions for Implementation." Arithmetic Teacher 37, no. 3 (1989): 55–60. http://dx.doi.org/10.5951/at.37.3.0055.

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We can expect that the release of NCTM' Curriculum and Evalution Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of everal ways.
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Crosswhite, F. Joe, John A. Dossey, and Shirley M. Frye. "NCTM Standards for School Mathematics: Visions for Implementation." Journal for Research in Mathematics Education 20, no. 5 (1989): 513–22. http://dx.doi.org/10.5951/jresematheduc.20.5.0513.

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We can expect that the release of NCTM's Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics, 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of several ways.
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Stripling, Christopher T., T. Grady Roberts, and Carrie A. Stephens. "Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers." Journal of Agricultural Education 55, no. 1 (2014): 24–37. http://dx.doi.org/10.5032/jae.2014.01024.

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The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster Content Standards. To that end, the preservice teachers were not completely proficient in any of the content/process areas and were below proficiency in all of the corresponding NCTM sub-standards for 4 of the 6 content/process areas. They were proficient
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Ekowati, Dyah Worowirastri. "PEMBELAJARAN KELILING BANGUN DATAR MENURUT STANDAR NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) DENGAN SETTING KOOPERATIF PADA SISWA KELAS 3 SD MUHAMMADIYAH 9 MALANG." Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) 1, no. 1 (2013): 9. http://dx.doi.org/10.22219/jp2sd.v1i1.1524.

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PEMBELAJARAN KELILING BANGUN DATAR MENURUTSTANDAR NATIONAL COUNCIL OF TEACHERS OFMATHEMATICS (NCTM) DENGAN SETTING KOOPERATIF PADASISWA KELAS 3SD MUHAMMADIYAH 9 MALANGDyah Worowirastri Ekowatie-mail: dyah_umm@yahoo.comAbstract:The purpose of this research is produce the material circumference of planeaccording to standart National Council Of Teachers Mathematics (NCTM) with cooperativesetting. To get the purpose of this research used qualitatif research of action class. The studycircumference of plane according to standart National Council Of Teachers Mathematics(NCTM) with cooperative setting
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Yousef Ismail Naser, Yousef Ismail Naser. "The degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching in light of the standards of the National Council of Mathematics Teachers (NCTM) from the point of view of educational supervisors: درجة ممارسة معلمي الرياضيات في المرحلة الأساسية في الأردن للتدريس الفعال في ضوء معايير المجلس القومي الأمريكي لمعلمي الرياضيات (NCTM) من وجهة نظر المشرفين التربويين". مجلة العلوم التربوية و النفسية 5, № 37 (2021): 19–1. http://dx.doi.org/10.26389/ajsrp.f110521.

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The current study aimed to reveal the degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching in light of the standards of the National Council of Mathematics Teachers (NCTM) from the point of view of the educational supervisors. Mathematics subject in the Hashemite Kingdom of Jordan, whose number is (171) supervisors and supervisors, distributed between the directorates of education and the ministry center. A questionnaire was applied to them consisting of (7) standards and (48) indicators, which were derived from the National Council of Mathematics Teac
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Revak, Marie. "A Call for Improved Teacher Assessment Training." Florida Journal of Educational Research 35, no. 1 (1995): 63–71. http://dx.doi.org/10.62798/xwbl4961.

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This literature review reports on the status of teacher assessment training and assessment practices in relation to the recommendations set forth by the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989). Present methods of assessment used by teachers are not in congruence with the NCTM standards. Furthermore, teachers have not been adequately trained to design, administer, score, or interpret the alternative assessments recommended by the NCTM. Recommendations are made for improved teacher assessment training and research to de
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Taylor, P. Mark. "By Way of Introduction: The Road to TCM: Celebrating 100 Years of the Mathematics Teacher." Teaching Children Mathematics 13, no. 5 (2007): 243. http://dx.doi.org/10.5951/tcm.13.5.0243.

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How did Teaching Children Mathematics come into existence? The road to this journal actually predated the founding of the National Council of Teachers of Mathematics (NCTM). Nearly 100 years ago, the first mathematics education articles relating to the elementary school level began to emerge in a journal aptly named the Mathematics Teacher; hence, the history of Teaching Children Mathematics also begins at that moment. The Mathematics Teacher originated in 1906 as an annual publication of the Association of Teachers of Mathematics of the Middle States and Maryland. It became a quarterly public
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Dissertations / Theses on the topic "National Council Teachers of Mathematics (NCTM)"

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Bullock, Erika C. "An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/110.

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Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics’ (NCTM) Standards documents—Curriculum and Evaluation Standards for School Mathematics (1989), Professional Standards for Teaching Mathematics (1991), Assessment Standards for School Mathematics (1995), and Principles and Standards for School Mathematics (2000)—not only represent the most recent of these reform movements but also the most endu
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Stoll, Julia A. "An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388.

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Johnston, Elisabeth. "Preschool Mathematics: An Examination of One Program's Alignment with Recommendations from NAEYC and NCTM." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33174/.

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The purpose of this study was to determine the extent to which a preschool program followed the recommendations outlined by the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) in their joint position statement "Early Childhood Mathematics: Promoting Good Beginnings." Six teachers were randomly selected from three of the preschool program's six locations that are situated in an urban city in North Texas. Two parts of this program's approach to mathematics were investigated: the teachers' instructional practices and the
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Markward, David C. Pancrazio Sally B. Dossey John A. "The study of teachers' beliefs concerning the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720810.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 31, 2006. Dissertation Committee: Sally B. Pancrazio, John A. Dossey (co-chairs), Dianne Ashby, Harold E. Ford, Ronald S. Halinski. Includes bibliographical references (leaves 151-160) and abstract. Also available in print.
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Stimpson, Virginia C. "Quandaries teachers experience as they work to align their practice with the N.C.T.M. standards /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7657.

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Brizendine, Laora Dauberman. "The effects of teaching in a professional development school and the National Council of Teachers of Mathematics Professional standards." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1175.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains viii, 114 p. Vita. Includes abstract. Includes bibliographical references (p. 84-87).
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Muckerheide, Paul R. Jones Graham A. "Becoming standards-like changes in elementary preservice teachers through reflective intervention /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006624.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Graham A. Jones (chair), John A. Dossey, Cynthia W. Langrall, George Padavil, Carol A. Thornton. Includes bibliographical references (leaves 226-240) and abstract. Also available in print.
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Conger, Karen I. "A content analysis study of Portable Assisted Study Sequence mathematics curricular materials for migrant students using the National Council of Teachers of Mathematics Standards." ScholarWorks, 1996. http://scholarworks.waldenu.edu/hodgkinson/8.

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The need for change in the mathematics curricula in our public schools has been well documented (Kirwan, 1990; National Commission on Excellence in Education, 1983; National Research Council, 1989; Overby, 1993). Testing surveys show low overall performance at every age throughout the K-12 levels. The Curriculum and Evaluation Standards for School Mathematics, (Standards) issued by the National Council of Teachers of Mathematics (NCTM) in 1989 are designed to move mathematics curricula forward to meet the needs of students for the future. The analysis of new curricular materials is essential i
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.

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Lookabill, Kerri Colleen. "A descriptive study of the impact of planning time on the utilization o fthe national council of teachers of mathematics process standards within the algebra 1 and applied mathematics subhect fields." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=.

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Books on the topic "National Council Teachers of Mathematics (NCTM)"

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A, Nieri Lisa, and Educational Resources Information Center (U.S.), eds. Linking the NCTM standards to school-to-work reform. National Center for Research in Vocational Education, University of California at Berkeley, 1997.

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K, Lester Frank, and National Council of Teachers of Mathematics., eds. Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. Information Age Pub., 2007.

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Oregon. Division of Curriculum and School Improvement., ed. Correlation paper on the Oregon mathematics comprehensive curriculum goals and the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics. Oregon Dept. of Education, 1989.

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L, Chambers Donald, and National Council of Teachers of Mathematics, eds. Putting research into practice in the elementary grades: Readings from journals of the National Council of Teachers of Mathematics. NCTM, 2002.

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McKinney, Sueanne, and KaaVonia Hinton. Mathematics in the K-8 Classroom and Library. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798400683671.

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Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom. Taking advantage of quality, motivating literature during mathematics instruction pays off, especially when teachers and media specialists work together to convey crucial mathematical concepts and standards. Mathematics in the K-8 Classroom and Library shows you how it’s done. After an introduction to the National Council of Teachers of Mathematics’s (NCTM) Principles and Process Standards, each remaining chapter is devoted to an NCTM content standard.
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Standards and Curriculum: A View from the Nation: A Joint Report by the National Council of Teachers of Mathematics (Nctm) and the Association o. National Council of Teachers of English, 2005.

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Standards and curriculum: A view from the nation : a joint report by the National Council of Teachers of Mathematics (NCTM) and the Association of State Supervisors of Mathematics (ASSM), Park City, Utah, July 21-24, 2004. National Council of Teachers of Mathematics, 2005.

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(Editor), Rheta N. Rubenstein, and George W. Bright (Editor), eds. Perspectives on the Teaching of Mathematics: Sixty-Sixth Yearbook (National Council of Teachers of Mathematics Yearbook) (National Council of Teachers of Mathematics Yearbook). National Council of Teachers of English, 2004.

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(Editor), Christian R. Hirsch, James T. Fey (Editor), and National Council of Teachers of Mathematics (Corporate Author), eds. Calculators in Mathematics Education (Yearbook (National Council of Teachers of Mathematics)). National Council of Teachers of Mathematics, 1992.

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Technology-Supported Mathematics Learning Environments (National Council of Teachers of Mathematics Yearbook). National Council of Teachers of English, 2005.

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Book chapters on the topic "National Council Teachers of Mathematics (NCTM)"

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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core Stat
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Harrington, Rachel A., Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, and Margaret L. Niess. "Technological Pedagogical Content Knowledge." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch001.

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The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this pape
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Harrington, Rachel A., Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, and Margaret L. Niess. "Technological Pedagogical Content Knowledge." In TPACK. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch016.

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The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this pape
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Billings, Esther, and Lisa Kasmer. "Learning Experiences that Support Primary Teacher Candidates’ Understanding and Enactment of Core Mathematics Teaching Practices." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.010.

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In many teacher preparation programs, instruction focuses on learning about strategies and practices for teaching rather than directly enacting and honing these skills (Grossman, Hammerness, &amp; McDonald, 2009): a corepractice approach in teacher education necessitates organizing coursework and fieldwork around practices of the teaching profession while simultaneously providing teacher candidates (TCs) ample opportunities to “practise” by enacting these teaching practices. In this paper, we share our corepractice instructional strategies, along with TC work used in our teacher preparation ma
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Martin, Christie Lynn, Kristin E. Harbour, and Drew Polly. "Transitioning the Elementary Mathematics Classroom to Virtual Learning." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6922-1.ch015.

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In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their vir
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Martin, Christie Sullivan, and Drew Polly. "Supporting Equity Through Mathematical Writing." In Advances in Library and Information Science. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6538-7.ch009.

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This chapter establishes the relationship between the National Council of Teachers of Mathematics NCTM principles to action, Gutiérrez equity framework, and mathematical writing. The chapter discusses the research that supports mathematical writing as an instructional practice that enhances opportunities for reasoning learning and equity. The chapter provides four cases of activities that embed mathematical writing in the classroom. Each case describes implementation, examples of students' work, discussion of their work, extensions, and outlines the activities connection to the equity framewor
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Hirsch, Christian, Brin Keller, Nicole Fonger, and Alden Edson. "Core Math Tools." In Common Core Mathematics Standards and Implementing Digital Technologies. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4086-3.ch001.

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Core Math Tools is an open-source suite of Java-based software tools that include general purpose tools—a spreadsheet, a computer algebra system, interactive (dynamic) geometry, data analysis, and simulation tools—together with topic-focused Custom Apps and Advanced Apps for triangle congruence and similarity, data modeling, linear programming, three-dimensional visualization, and more. Core Math Tools provides a unique linked tool set that supports the full range of contemporary high school mathematics. This design promotes the important mathematical practice of selecting and strategically us
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Jarvis, D. H. "Teaching Mathematics Teachers Online." In Teaching Mathematics Online. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch009.

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Online course offerings in continuing teacher education are rapidly becoming standard features for faculties of education involved with the professional development of in-service teachers. However, instructors of mathematics education courses which are offered online must navigate certain formidable obstacles in the planning and delivery of their online learning experiences. In an era of reform-oriented mathematics education (National Council of Teachers of Mathematics, 2000; Ontario Ministry of Education, 2005), which emphasizes the increased use of manipulatives, technology, groupwork, probl
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Lin, Cheng-Yao, Fenqjen Luo, and Jane-Jane Lo. "Web-Based Instruction." In Cases on Educational Technology Integration in Urban Schools. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch029.

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This case study explored the efficacy of web-based instruction on preservice elementary teachers’ mathematics learning. Web-based instruction is appealing to many schools in urban settings because it helps them to face the two big challenges most akin to their schools: to motivate students’ interests and to meet the diverse students needs with its interactive feature and adaptive capability. Ten preservice elementary teachers were interviewed regarding their ability to model and reason with fractions after receiving web-based instruction on these topics in their regular mathematics method cour
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McCarthy, Dianne S., and Barbara A. Burns. "Mathematics Teacher Education and edTPA." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch008.

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The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student ac
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Conference papers on the topic "National Council Teachers of Mathematics (NCTM)"

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Jalil NOON, Najat. "AN EVALUATION STUDY OF THE THIRD-GRADE MATHEMATICS TEXTBOOK INTERMEDIATE IN LIGHT OF GLOBAL STANDARDS (NCTM 2000) (STRENGTHS, WEAKNESSES AND RECOMMENDATIONS)." In VI.International Scientific Congress of Pure,Applied and Technological Sciences. Rimar Academy, 2022. http://dx.doi.org/10.47832/minarcongress6-27.

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The study aimed to evaluate the content of the mathematics book for the third grade the new curriculum in the first and second part of the academic year 2018-2019 in light of the international standards issued by the National Council of Teachers of Mathematics (NCTM2000) to find strengths and weaknesses in it and make recommendations that contribute to the development of the content of the book. We relied on descriptive analytical methodology of the book and the tool was built to analyze content in four areas (number and operations, algebra, relations and functions, geometry and measurement, d
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Peck, Roxy. "Developing statistical reasoning in a “piecemeal” secondary statistics curriculum—the next step." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09103.

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In the last decade, statistics and data analysis have become a more visible component of the secondary school mathematics curriculum in the United States. In most cases, statistics and data analysis topics have been divided up and spread through the mathematics curriculum. However, many important concepts of statistics are not mathematical in nature and are not easily integrated into existing mathematics courses. As a consequence, most students complete their secondary education having seen a number of graphical and numerical statistical methods but having not encountered many key concepts req
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Reports on the topic "National Council Teachers of Mathematics (NCTM)"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-755-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the 2023 assessment formed the eighth cycle, providing 28 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. TIMSS is a key part of A
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