Sunni Samuels
The Third International mathematics and Science Study stimulated a great deal of concern amongst educators and policy makers. TIMMS data was anticipated to measure student achievement in mathematics between participating countries. Curricular and instructional differences were to be considered criteria in test interpretation.
The data provided countries with an insight to their academic standing in reference to other countries. However, many believe that most interpretations from the study do not take into account the cultural and government differences between nations. This paper highlights a few of these key arguments. It is understood by most that the educational systems of individual nations each a have a proposed purpose to provide students with the skills necessary to lead effectively in the workplace and within their home environments.
A large amount of the TIMMS examination involved multiple-choice responses, where students who have been trained to fine-tune their testing abilities would perform at a greater level than those whose educational systems support constructivist educational approaches.
The United States had scores that were well below expectations. The small East Asian country of Singapore earned scores that surpassed most other nations with comparable educational systems. As the United States seeks out new and improved strategies to engage students in a more comprehensive learning format, ideas arise as to whether or not Singapore’s educational policies should be emulated. This paper views various concepts to enlighten readers on educational views held within the nation of Singapore and those cultural differences, which may allow emulation tactics to be unrealistic.