People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA).
Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed.
This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.
Table of contents
Chapter 1 - PISA 2003: Introduction
Chapter 2 - Main features of the PISA mathematics theoretical framework
* Chapter 3 - A question of difficulty: questions from PISA 2003
* Chapter 4 - Comparison of country level results
* Chapter 5 - The roles of language and item formats
* Chatper 6 - Mathematical problem solving and differences in students' understanding
* Annex A1 - PISA 2003 Mathematics assessments: characteristics of questions used
* Annex A2 - Other examples of PISA mathematics questions that were not used in the PISA 2003 mathematics assessment
* Annex A3 - Traditional domains and PISA items
* Annex A4 - Word-count and the 3 Cs - analysis of variance
Annex A5 - Analysis of variance related to item format
Annex A6 - Mathematics expert group