TY - JOUR
T1 - The Role of “Opportunity to Learn” in the Geometry Curriculum
T2 - A Multilevel Comparison of Six Countries
AU - Bokhove, Christian
AU - Miyazaki, Mikio
AU - Komatsu, Kotaro
AU - Chino, Kimiho
AU - Leung, Allen
AU - Mok, Ida Ah Chee
N1 - Funding Information:
We thank the British Academy for funding the first author under their International Partnership and Mobility Scheme, IPM 2014 - PM130271.
Publisher copyright:
© 2019 Bokhove, Miyazaki, Komatsu, Chino, Leung and Mok.
PY - 2019/7
Y1 - 2019/7
N2 - In international comparisons for mathematics in PISA and TIMSS, Asia outperforms England considerably at secondary level. For geometry this difference is even greater. With a new maths curriculum having come into play in England in 2014, and hence the need to explore the impact of the curriculum on student achievement, this article focuses on how differences in achievement might be attributed to differences in “opportunity to learn” within a country's curriculum. The aims of this paper are two-fold. Firstly, we want to provide an integrated conceptual framework that combines elements from educational effectiveness, a curriculum model and “opportunity to learn” for analyzing curriculum effects, which we call the Dynamic Opportunities in the Curriculum (DOC) framework. Secondly, using multilevel models, we empirically investigate with TIMSS 2011 data whether the “opportunity to learn” in the curriculum is associated with achievement in geometry education in six countries, thus validating that model. The results show that our conceptualization of “opportunity to learn” can be useful in analyzing curriculum effects.
AB - In international comparisons for mathematics in PISA and TIMSS, Asia outperforms England considerably at secondary level. For geometry this difference is even greater. With a new maths curriculum having come into play in England in 2014, and hence the need to explore the impact of the curriculum on student achievement, this article focuses on how differences in achievement might be attributed to differences in “opportunity to learn” within a country's curriculum. The aims of this paper are two-fold. Firstly, we want to provide an integrated conceptual framework that combines elements from educational effectiveness, a curriculum model and “opportunity to learn” for analyzing curriculum effects, which we call the Dynamic Opportunities in the Curriculum (DOC) framework. Secondly, using multilevel models, we empirically investigate with TIMSS 2011 data whether the “opportunity to learn” in the curriculum is associated with achievement in geometry education in six countries, thus validating that model. The results show that our conceptualization of “opportunity to learn” can be useful in analyzing curriculum effects.
KW - curriculum
KW - geometry education
KW - international comparison
KW - opportunity to learn
KW - TIMSS
UR - http://www.scopus.com/inward/record.url?scp=85092049624&partnerID=8YFLogxK
U2 - 10.3389/feduc.2019.00063
DO - 10.3389/feduc.2019.00063
M3 - Journal article
AN - SCOPUS:85092049624
SN - 2504-284X
VL - 4
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 63
ER -
