What nation is the best for mathematics teaching?

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Singapore, China or any other East Asian nation is the response most frequently offered to this question in recent years. These nations are generally at the top of the ranking for the International Student Assessment Scheme (PISA), a routine assessment of the results of science, maths and reading of 15-year-olds around the world. And that means that they would have the best way of teaching, right?

The UK has embarked on a project to follow East Asian methods of teaching mathematics, focusing on the PISA findings as the sole indicator of mathematics mastery. The Shanghai model is adopted in this "mastery math" style, which also includes an interchange between schools in English and Shanghai. The goal is for English schools to learn collaborative teaching methods from Shanghai in the whole curriculum.

Research has noticed that many have followed the Shanghai method in many schools that were associated with the first exchange in 2014-15, according to The Discussion. This involves promoting further contact between teacher and student, learning by heart, and using multiple ways of representing math concepts. Their curriculum was also slowed down and more ways were taken to ensure access to challenging mathematics for all students..

However when it comes to test scores, analysts found a difference between the test outcomes of 11-year-olds from schools that adopted the approach of mastery and those that did not. Although the outcomes of seven-year-olds improved marginally, there was no massive increase in scores from the current mastery process.

If it doesn't succeed to import approaches from the countries that perform well in PISA, so what gives?

For one thing, it shows us that PISA is not the right measure to revise the educational policies of not only the UK but many other nations. For one thing, it diverts our emphasis from more meaningful educational targets that are less observable or immeasurable, such as the physical, spiritual, civic and creative growth of students.

The implications of bringing pupils to further rounds of standardised tests are also there. This would raise the level of tension in classrooms, with more multiple choice assessments and fewer control for teachers, and place the well-being of students and teachers at risk.

We see an extended list of countries that perform almost as well in teaching maths beyond those in East Asia, using a less limited measure of consistency. For example, the Patterns in International Mathematics and Science Research (TIMSS) contrasts American students' mathematics and science knowledge and skills with other nations, gathering data every four years from students in grades four and eight since 1995.

Although the most recent TIMSS data gathered in 2015 featured the most popular East Asian countries in the top ten, countries such as Russia, Kazakhstan, Canada and Ireland were also included. For its top ranked results in PISA and TIMSS, Canada has been named a "education superpower." Its popularity is due to its adherence to inclusion in schools, cultivating a deep sense of justice and accessibility while having varying policies in different provinces.

Professor John Jerrim of the UCL Institute of Education in London, speaking to the BBC, says that the high league table ranking in Canada reflects the narrow socio-economic disparity in school outcomes.

Canada's findings indicate a very high average, with very little disparity between advantaged and poor pupils, rather than a nation of extremes.

Russia is another nation that sticks out. Any of the UK's best A-level outputs are from specialist math schools inspired by the super-selective mathematics and physics universities of Russia. More than 40 percent achieved an A* result at the Exeter Mathematics School in mathematics, whereas the percentage increases to 100 percent of pupils at the King's College London Mathematics School achieving either an A or A in mathematics.