Equity in Quality Mathematics Education: A Global Perspective

Abstract

Inequities in mathematics education at the global level are likely to filter into the national system and eventually into the classroom because of the hierarchical nested nature of the global mathematics education system. This chapter uses TIMSS 2003 database to examine equity in mathematics education (defined in terms of between-school variance in TIMSS score) and its quality defined as the national TIMSS score. Based on data from the 45 TIMSS 2003 countries, this chapter investigates the correlations between mathematics education quality and selected economic and educational country indicators. Based on data from a representative sample of 18 out of the 45 TIMSS 2003 countries, the chapter explores and analyzes the relationship between equity and quality of mathematics education and identifies two modes of development at the global level. A country fitting the separate mode of development (apartheid) in mathematics education is likely to be relatively poor, low in the spread and level of education among its population, and belongs to a socioeconomically developing region. A country fitting the optimal mode of development in mathematics education is likely to be relatively rich, high in the level and spread of education among its population, and is part of a developed region.