Issues relating to curriculum,policy and gender raised by national and international surveys of achievement in mathematics

Scottish schools have provided performance data for five international surveys of attainment in mathematics since 1990. Performance measured against national targets and progression over time and between age‐stages have been monitored nationally, on a regular basis, for 20 years, within the Assessment of Achievement Programme (AAP) (Scotland). The 1994 AAP mathematics survey findings facilitated interpretation of the age 9 and 13 TIMSS results for Scotland. Both studies were influential in formulation of national policies to improve learning and teaching of mathematics, at ages 5–14. Research available to support policies recommended in 1997 is examined. Concerns about validity and reliability of findings from international studies are discussed in the context of a collaboration undertaken between Scotland and France in 1994. It is concluded that simplistic comparisons ignore important cultural and curricular differences. Outcomes of more recent national and international surveys are reported and performance findings from 1988–2000 that relate to gender are reviewed.