Mathematics Education in Europe: Common Challenges and National Policies

• Published in: Education, Audiovisual and Culture Executive Agency, European Commission
• Main Authors: Parveva, Teodora, Noorani, Sogol, Ranguelov, Stanislav, Motiejunaite, Akvile, Kerpanova, Viera
• Format: Report
• Language: English
• Published: Education, Audiovisual and Culture Executive Agency, European Commission 2011
• Subjects: Curriculum Development; Data Analysis; Educational Change; Educational Policy; Educational Technology; Europe; Evaluation Methods; Evidence; Faculty Development; Foreign Countries; Grouping (Instructional Purposes); Homework; Learning Motivation; Literature Reviews; Low Achievement; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Skills; Methods; National Surveys; Program for International Student Assessment; Public Policy; Secondary School Mathematics; Standardized Tests; Student Motivation; Student Needs; Teacher Collaboration; Teacher Education Programs; Teaching Methods; Textbooks; Trends in International Mathematics and Science Study
• ISBN: 9292012215; 9789292012212
• DOI: 10.2797/72660

Competence in mathematics is integral to a wide range of disciplines, professions and areas of life. This Eurydice report reveals crucial elements of the policies and practices that shape mathematics instruction in European education systems, focusing on reforms of mathematics curricula, teaching and assessment methods, as well as teacher education. The report also explores how countries tackle low achievement and increase students' motivation to learn mathematics. It is based on an extensive literature review on mathematics education, main findings from the international surveys PISA and TIMSS and includes the results of a Eurydice pilot survey (SITEP) on the content of initial teacher education programmes. It covers 31 countries (all EU Member States, plus Iceland, Liechtenstein, Norway and Turkey) and takes the reference year 2010/11. Appended are: (1) Content of mathematics curriculum, 2010/11; (2) Centrally promoted initiatives to encourage teacher collaboration, 2010/11; and (3) Response rates by country from the Survey on Initial Teacher Education Programmes in Mathematics and Science (SITEP). A glossary is included. Individual chapters contain footnotes. (Contains 46 figures.) [Contributors included Sarah Maughan, Christian Monseur, and Svetlana Pejnovic.]