Similarities Across Countries
Differences Across Countries
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A sample of these findings is summarized below.
Eighth-grade mathematics lessons in the Czech Republic placed a greater emphasis on reviewing previously learned content than those in all of the other countries except the United States; lessons in Japan placed a greater emphasis on introducing new content than those in all six of the other countries; placed a greater emphasis on practicing new content than those in the Czech Republic, Japan, and Switzerland.
Although, on average, eighth-grade mathematics lessons in all of the countries included some time reviewing previous content and some time introducing and practicing new content, there were differences in emphases in each country. Combining the time spent on both introducing and practicing new material provides another way of detecting differences: Australia, Hong Kong SAR, Japan, the Netherlands, and Switzerland devoted more time, on average, to studying new content (ranging from 56 to 76 percent of lesson time) than reviewing previous content; the Czech Republic spent more time, on average, reviewing previous content (58 percent of lesson time) than studying new content; and in the United States there was no detectable difference between the average percent of lesson time devoted to reviewing previous content and studying new content (53 and 48 percent of lesson time, respectively). Moreover, while a single mathematics lesson could combine time spent reviewing and introducing and practicing new content, there were a number of lessons that were entirely devoted to just one of those purposes. In the Czech Republic and the United States, a greater percentage of eighth-grade mathematics lessons were spent entirely in review of content previously presented than in Hong Kong SAR and Japan (28 and 28 percent of lessons compared to 8 and 5 percent, respectively).