SIMS included some features that involved replication of items from the First International Mathematics Study (FIMS) to explore changes in the patterns of achievement. A scheme of matrix sampling was applied for test items with a core test and rotated tests. The student questionnaire incorporated three major areas: mathematics in school, personal perceptions on mathematics, and mathematics as a process and mathematics utility. The teacher questionnaires consisted of two attitude scales: mathematics in school and mathematics as a process.
The education systems had the choice of administering the full study, i.e., a longitudinal study, which included pretest and post-test and collection of classroom processes and teacher behavior data, or the “reduced” study, which was cross-sectional with post-test as the only cognitive measure and without classroom process data.
The target populations were students in the grade where the majority have attained the age of 13 years by the middle of the school year and students in the final grade of secondary education.
Participating Educational Systems
Belgium (Flemish), Belgium (French), Canada (British Columbia and Ontario), England and Wales, Finland, France, Hong Kong, Hungary, Israel, Japan, Luxembourg, Netherlands, New Zealand, Nigeria, Scotland, Swaziland, Sweden, Thailand, United States.
Link to the IEA website of early studies