Exhibit 1.14 shows countries’ average mathematics achievement in each of the three content domains relative to their overall average achievement (presented from highest to lowest overall average achievement). Based on countries’ relative strengths and weaknesses, the TIMSS 2019 countries appear to be placing relatively more instructional emphasis on the number content domain and much less on the data content domain. Of the 55 participating countries for which content domain scores were estimated, 27 had a relative strength in number and 17 had a relative weakness; 19 had a relative strength in measurement and geometry and 23 had a relative weakness, and 11 had a relative strength in data and 33 had a relative weakness. Almost all countries had at least one relative strength or relative weakness compared with their overall achievement, except Albania.