This policy paper examines the support teachers provide for students in mathematics lessons, drawing on data from the Programme for International Student Assessment (PISA) 2022 and earlier cycles. This policy paper highlights key trends and identifies specific school contexts, teacher practices and student characteristics associated with increased teacher support for students. Overall, teacher support has declined over the past decade (2012-2022) in most participating education systems. This paper aims to address the question of how education systems can reverse this trend and enhance teacher support for students. Doing so requires an understanding of the conditions and practices that allow teachers to effectively address the diverse learning needs of their students. This analysis provides insights and recommendations to guide efforts to enhance teacher support, with the aim to inform policy discussions and address the decline in teacher support observed since 2012.
Teacher support for student learning
Insights from PISA
