A. Setting the Stage:1 Introduction: Student Achievement and Equity Over Time in the Nordic Countries: Christian Christrup Kjeldsen, Trude Nilsen, Jenna Hiltunen, Nani Teig -- 2 Theoretical framework of Teacher Practice: Nani Teig, Trude Nilsen, Kajsa Yang Hansen -- 3 Analytical framework: Trude Nilsen, Nani Teig -- B. Teacher Practice: 4 Content coverage: Development over Time and Correlation with Achievement: Rune Müller Kristensen, Victoria Rolfe -- 5 Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement: Nani Teig, Jennifer Maria Louto -- C. Explaining Changes Over Time: 6 Are Changes in Content Coverage Related to Changes in Achievement Over Time?: Monica Rosén and Trude Nilsen -- 7 Changes in Teacher Practices Related to Changes in Student Achievement: Trude Nilsen and Jan-Eric Gustafsson -- D. Equality: 8 Equality in Content Coverage in the Nordic Countries?: Sigrid Blömeke -- 9 Examining the Role of Teaching Quality and Assessment Practicein Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement: Kajsa Yang Hansen, Victoria Rolfe, Nani Teig -- E. Closing remarks: 10 Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters: Trude Nilsen, Nani Teig.

Open Access

This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality. .