“Culture Shock” – Eighth-Grade Mathematics From an International Perspective

Abstract

This article draws upon teacher and curriculum data collected in the Third International Mathematics and Science Study (TIMSS) to document cultural differences in what constitutes school mathematics. These differences are explored with each curriculum instantiation: The intended curriculum as found in official content standards, the potentially implemented curriculum represented by textbooks, and the implemented curriculum as measured by teachers’ reports of the amount of time they taught specific topics. In addition, cultural differences are demonstrated in how curriculum policy, as indicated through official standards and reflected however imperfectly in textbooks, relates to what students are taught in the classroom. Not only does each curriculum instantiation provide a unique profile of school mathematics within a country but the relationships among the three instantiations also demonstrate unique cultural profiles. Although countries may strive to have alignment across the 3 curricular instantiations, some variation remains in the definition of what constitutes 8th-grade mathematics within any one country. The many differences demonstrated make it clear that there is more than one way to do 8th-grade mathematics. The authors conclude that reform efforts may profit from thoughtful consideration of the many different cultural approaches to school mathematics.