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Table C.3.03a. IEA: Trends in weekly intended and implemented instructional time for TIMSS fourth-grade mathematics, by country: 2007

  Intended time prescribed in the curriculum   Time implemented in schools
  Total hours of instructional time per week   Mathematics instructional time as a percent of total instructional time   Total hours of instructional
time per week
  Mathematics instructional time as a percent of total instructional time  
Jurisdiction     2007
Hours
  s.e. Difference from 2003   s.e.     2007
Percent
  s.e. Difference
from 2003
  s.e.  
International average 23   18   24   0.1 #       16   0.1 #    
                                       
Algeria 32   16   30   0.3       17 1  0.3    
Armenia 23   20   27 2  0.5     15   0.4    
Australia 27   20   25   0.2 #       18 1  0.5 #    
Austria 21   18   21   0.1       17   0.2    
Chinese Taipei 20   14   23   0.4 -1 ! 0.4   13   0.3 2   0.4
                                       
Colombia 25   3  27   0.4       17   0.5    
Czech Republic 18   21   19   0.1       19   0.1    
Denmark 20   17   21 1  0.2       15 1  0.2    
El Salvador 19   20   24   0.7       17   0.4    
England 24   20   25 1  0.2 1 ! 0.4   19   0.2    
                                       
Georgia 23   20   19 1  0.3       19 2  0.4    
Germany 21   18   22   0.2       17 1  0.2    
Hong Kong SAR 23   13   27 1  0.3 #       15 2  0.4 1   0.5  
Hungary 17   13   20 1  0.3 -4   0.3   16 2  0.3 2   0.3
Iran, Islamic Rep. of 21   16   21 2  0.2 -3   0.4   16   0.4    
                                       
Italy 30   20   30 1  0.3 #       19 1  0.3 #    
Japan 20   16   22   0.2 -5   0.3   16   0.2 3   0.3
Kazakhstan 20   19   22   0.2       18   0.3    
Kuwait 30   14   26   0.3       4 2  0.4    
Latvia 17   20   20   0.4 -3   0.5   18 1  0.4 3   0.5
                                       
Lithuania 18   19   20   0.2 -3   0.3   18 1  0.3 2   0.4
Mongolia 22   13                
Morocco 28   18   28 1  0.4 #       17 2  0.3    
Netherlands 3  3  27 1  0.1 #       16 2  0.4 #    
New Zealand 3  3  24   0.1 #       16   0.2 1   0.4
                                       
Norway 19   16   23   # #       13   0.3 1   0.4  
Qatar 26   11   31   #       12 2  #    
Russian Federation 15   20   19 2  0.2 -4   0.3   17 2  0.2 3   0.3
Scotland 25   15   25   0.1 #       19 2  0.3 #    
Singapore 25   22   26   # -5   0.2   21   0.1 3   0.2
                                       
Slovak Republic 20   20   21   0.3       18   0.2    
Slovenia 18   21   19   0.1 -3   0.2   20 1  0.2 2   0.3
Sweden 3  3  24   0.3       12 1  0.3    
Tunisia 25   20   29 1  0.9 #       18 1  0.4    
Ukraine 16   17   18   0.2       17   0.3    
                                       
United States 32   16   30   0.2 1   0.3   16 2  0.4 2   0.5
Yemen 23   18   24   0.4       15   0.5    
                                       
Benchmarking Participants                                      
Alberta, Canada 25   15   27   0.2       15   0.3    
British Columbia, Canada 24   3  24   0.2       17 1  0.3    
Dubai, UAE 24   17   28 1  #            
Massachusetts, US 25   3  28   0.5       21 1  0.9    
Minnesota, US 29   4   29   0.5       15   0.8    
                                       
Ontario, Canada 25   3  26   0.5 #       18 1  0.5 2 ! 0.6
Quebec, Canada 25   20   25   0.1 1   0.2   22 1  0.4    
— Not available.
† Not applicable.
# Rounds to zero.
! Interpret data with caution. (Estimates are unstable.)
‡ Reporting standards not met.
∆ 2007 significantly higher.
▼2007 significantly lower.
1Data are available for at least 70 but less than 85% of the students.
2Indicates data are available for at least 50 but less than 70% of the students.
3Not prescribed by the curriculum.
Note: Intended instructional time provided by National Research Coordinators. Implemented instructional time for mathematics provided by teachers, and total instructional time provided by schools. For Norway, hours of intended instructional time is only an estimate and only prescribed for grades 1–7 and 8–10, not for single grades. Standard errors are noted by s.e. Because results are rounded to the nearest whole number, some totals may appear inconsistent.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007. Mullis, I.V.S., Martin, M.O., and Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, exhibit 5.1. Chestnut Hill, MA: Boston College
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