Raising standards in mathematics education: values, vision, and TIMSS

This paper examines perspectives on values, purpose and methodology in mathematics education in schools in the light of the Third International Mathematics and Science Survey (TIMSS) and current debates on standards. It argues that standards of attainment in school mathematics are closely connected to belief systems regarding value and purpose; that these systems do not always collectively offer a credible and coherent vision for mathematics education which can be effectively implemented in school classrooms; and that this coherence of vision is what to a large extent characterises the higher performing TIMSS countries. The paper forms part of a wider investigation into the processes of change in education, with a particular focus on mathematics.This revised version was published online in September 2005 with corrections to the Cover Date.