Abstract
Education systems throughout the world place high importance on the teaching and learning of mathematics, and a high level of resource allocation is devoted to maintaining and improving efficiency and effectiveness in these activities. It is, therefore, not surprising that there was widespread interest in and support for a study that was to examine each system's curricula, teaching practices, and student outcomes in mathematics in relation to those of a variety of other systems. In the early 1960s, the IEA conducted the First International Mathematics Study (FIMS), a cross-national study involving 12 countries.' The subsequent 2 decades saw extensive and, in the case of some systems, radical curriculum innovation in school mathematics. A further motive
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