Encyclopedia

TIMSS 2023 Encyclopedia

Katherine A. Reynolds, Charlotte E. A. Aldrich, A. Bookbinder, Audrey Gallo, Matthias von Davier, and Ann Kennedy, Editors

The TIMSS 2023 Encyclopedia: Education Policy and Curriculum in Mathematics and Science presents information about national contexts for mathematics and science instruction in the TIMSS 2023 education systems and benchmarking systems. Students’ school experiences and academic achievement cannot be disentangled from countries’ broader education systems, making the TIMSS 2023 Encyclopedia an important complement publication to the TIMSS 2023 International Results in Mathematics and Science.

TIMSS 2023 Participants


Albania

Armenia

Australia

Austria

Azerbaijan

Bahrain

Belgium (Flemish)

Belgium (French)

Bosnia & Herzegovina

Brazil

Bulgaria*

Canada

Chile

Chinese Taipei

Côte d’Ivoire*

Cyprus*

Czech Republic

Denmark

England

Finland

France

Georgia

Germany

Hong Kong SAR

Hungary

Iran, Islamic Rep. of*

Iraq*

Ireland

Israel

Italy

Japan

Jordan

Kazakhstan

Korea, Rep. of

Kosovo

Kuwait*

Latvia

Lithuania

Macao SAR

Malaysia

Malta

Montenegro

Morocco*

Netherlands

New Zealand

North Macedonia

Norway

Oman

Palestinian Nat’l Auth.

Poland

Portugal

Qatar

Romania

Saudi Arabia

Serbia

Singapore

Slovak Republic

Slovenia

South Africa*

Spain

Sweden

Türkiye

United Arab Emirates

United States

Uzbekistan

Benchmarking Participants

Ontario, Canada

Quebec, Canada

Kurdistan Region of Iraq*

Abu Dhabi, UAE

Dubai, UAE

Sharjah, UAE

* Completed paper-based assessment comprised of
TIMSS 2019 trend items in at least one grade

Suggested Citation

Reynolds, K. A., Aldrich, C. E. A., Bookbinder, A., Gallo, A., von Davier, M., & Kennedy, A. (Eds.) (2024). TIMSS 2023 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center. https://doi.org/10.6017/lse.tpisc.timss.rs5882

The TIMSS 2023 Encyclopedia is an edited volume. Chapters were written by representatives of participating countries who are responsible for their content. The views expressed in these chapters are those of the authors and do not necessarily reflect the views of Boston College or the IEA.

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