Financial literacy and its status in the mathematics curriculums of TurkeyFinansal okuryazarlık ve Türkiye matematik öğretim programlarındaki konumu

The aim of the study is to analyse the position of financial literacy that increases its popularity in the worldwide in the mathematics curriculums of Turkey. Thus, the mathematics curriculums of elementary and secondary school emerged after 2005 are analysed. In this process, there are three main development points: 2005, 2013, 2017. The curriculums are analysed by domains declared in literacy analysing of Programme for International Student Assessment (PISA), by the initiatives of various countries which carried out related works, and by the framework of financial literacy. These situations are important for people and their families. Recently, The theme of financial literacy has been noticed in the education area. Financial literacy education initiatives and awareness working are carried out in developed and developing countries by leading The Organisation for Economic Cooperation and Development (OECD). The theme of financial literacy has been a fundamental factor in curriculums some countries such as Australia, Canada, The United Kingdom, and The United States. In Turkey, the head “Conscious Consumption Aritmetry” is added to mathematics curriculums in 2009, and the theme of financial literacy is declared in the curriculums in 2017. The mathematics curriculums of elementary and secondary school published in 2005 include financial knowledge & skills, and relationships between mathematical and financial concepts implicitly. But its position has reduced in the new curriculums in years. In elementary level, the head “our money” is included all of them although the head “Conscious Consumption Aritmetry” has been handled at various levels. In Turkey, the theme of financial literacy should be integrated into related curriculums like mathematics. So, firstly an educational policy should be occurred intended for financial literacy and the curriculums should be revised according to financial literacy.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetEkonomik İşbirliği ve Kalkınma Örgütü (OECD) öncülünde gelişmiş ve gelişmekte olan ülkelerde okul çağındaki öğrenciler ve yetişkinler için finansal okuryazarlık eğitimleri ve bilinçlendirme çalışmaları yürütülmektedir. Kanada, Amerika Birleşik Devletleri, Birleşik Krallık, Avustralya gibi birçok ülkede finansal okuryazarlık, öğretim programlarında temel faktörlerden biri olarak yerini almıştır. Bu çalışmanın amacı dünyada önemi giderek artan finansal okuryazarlığın Türkiye’de uygulanan matematik öğretim programlarındaki durumunu incelemektir. Nitel araştırma desenine sahip bu çalışmada 2005 yılından sonra geliştirilen 2005 ilköğretim ve ortaöğretim, 2013 ilkokul, ortaokul ve ortaöğretim, 2017 ilkokul-ortaokul ve ortaöğretim matematik öğretim programları doküman incelemesi yöntemi ile ele alınmaktadır. Dikey karşılaştırma yaklaşımının benimsendiği çalışmada dokümanlar finansal okuryazarlık literatürü ve uluslararası öğrenci değerlendirme sınavı (PISA)’nın finansal okuryazarlık yaklaşımı çerçevesinde değerlendirilmektedir. Öğretim hedefleri, kazanımlar ve öğrenme süreçlerinin analizinde içerik analizi uygulanmıştır. Elde edilen bulgular ışığında, Türkiye’de 2009 yılında matematik öğretim programına “Bilinçli Tüketim Aritmetiği” başlığıyla finansal okuryazarlığa adım atıldığı, 2017 yılındaki değişiklikle “finansal okuryazarlık” kavramının kazanımlarda yer bulduğu görülmektedir. 2005 ilköğretim ve ortaöğretim matematik öğretim programlarında örtük şekilde finansal bilgi ve becerilere farklı öğrenme alanlarında yer verildiği, matematiksel ve finansal kavramlar arasında ilişkilendirmeler yapıldığı ancak bu durumun revize edilen yeni programlarda giderek zayıfladığı saptanmıştır. Programların oluşumundaki önemi ve yoğunluğu dikkate alındığında finansal okuryazarlığa yönelik bir eğitim politikası oluşturulması ve buna uygun olarak öğretim programlarının revize edilmesi gerektiği görülmektedir.

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Gender differences in the pathways to higher education

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.2002861117 ◽

2020 ◽

Vol 117 (25) ◽

pp. 14073-14076 ◽

Cited By ~ 2

Author(s):

Gijsbert Stoet ◽

David C. Geary

Keyword(s):

Higher Education ◽

International Student ◽

Tertiary Education ◽

Student Assessment ◽

Reading Proficiency ◽

The United States ◽

Multiple Regression Model ◽

Social Attitudes ◽

Poor Reading ◽

International Student Assessment

It is well known that far fewer men than women enroll in tertiary education in the United States and other Western nations. Developed nations vary in the degree to which men are underrepresented, but the Organization for Economic Co-operation and Development (OECD) average lies around 45% male students. We use data from the OECD Education at a Glance statistical reports, the Program for International Student Assessment (PISA), and the World Values Survey to explain the degree to which men are underrepresented. Using a multiple regression model, we show that the combination of both the national reading proficiency levels of 15-y-old boys and girls and the social attitudes toward girls attending university can predict the enrollment in tertiary education 5 y later. The model also shows that parity in some countries is a result of boys’ poor reading proficiency and negative social attitudes toward girls’ education, which suppresses college enrollment in both sexes, but for different reasons. True equity will at the very least require improvement in boys’ reading competencies and the liberalization of attitudes regarding women’s pursuit of higher education. At this time, there is little reason to expect that the enrollment gap will decrease, given the stagnating reading competencies in most countries.

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Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data

Journal of Financial Counseling and Planning ◽

10.1891/1052-3073.30.1.97 ◽

2019 ◽

Vol 30 (1) ◽

pp. 97-109 ◽

Cited By ~ 2

Author(s):

Rebecca G. Chambers ◽

Carlos J. Asarta ◽

Elizabeth N. Farley-Ripple

Keyword(s):

High School ◽

High School Students ◽

Gender Gap ◽

Financial Literacy ◽

International Student ◽

Student Assessment ◽

Financial Knowledge ◽

Literacy Assessment ◽

School Students ◽

International Student Assessment

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

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Resultados brasileiros no PISA e seus (des)usos

Estudos em Avaliação Educacional ◽

10.18222/eae.v28i68.4553 ◽

2017 ◽

Vol 28 (68) ◽

pp. 344 ◽

Cited By ~ 1

Author(s):

Maria de Lourdes Haywanon Santos Araújo ◽

Robinson Moreira Tenório

Keyword(s):

Large Scale ◽

International Student ◽

Student Assessment ◽

Educational Assessment ◽

Educational Context ◽

Structured Interviews ◽

Fundamental Factor ◽

International Student Assessment ◽

Documentary Analysis ◽

Palabras Clave

O objetivo desta pesquisa consistiu em analisar como foram utilizados os resultados do Programa Internacional de Avaliação de Estudantes (PISA) no contexto educacional brasileiro. A revisão de literatura permitiu apontar a avaliação como um fator fundamental para a qualificação da educação, elaborar um panorama das pesquisas sobre o PISA no Brasil, além de propiciar discussões sobre a necessidade do uso dos resultados das avaliações em larga escala. A partir da análise documental e de entrevistas semiestruturadas, foi possível não apenas apresentar um estudo sobre o uso dos resultados do PISA no país, mas também estabelecer categorias de usos como o Uso Indevido ou Não Uso, apresentando as possibilidades e dificuldades dessa utilização e o papel dos gestores nesse processo.Palavras-chave: Pisa; Uso de Resultados; Avaliação Educacional; Políticas Públicas. Resultados brasileños en el PISA y sus (des)usosEl objetivo de este estudio consistió en analizar cómo se utilizaron los resultados del Programa Internacional de Evaluación de Estudiantes (PISA) en el marco educacional brasileño. La revisión de literatura permitió que la evaluación se considerase como un factor fundamental para la cualificación de la educación y se elaborase un panorama de las investigaciones sobre PISA en Brasil, además de propiciar discusiones sobre la necesidad del uso de los resultados de las evaluaciones en gran escala. A partir del análisis documental y de entrevistas semiestructuradas, se hizo posible no solo presentar un estudio sobre el uso de los resultados de PISA en el país, sino también establecer categorías de usos, como el Uso Indebido o No Uso, presentando las posibilidades y dificultades de dicha utilización y el papel de los gestores en este proceso.Palabras-clave: PISA; Uso de Resultados; Evaluación Educacional; Políticas Públicas. Brazilian results in PISA and its (mis)usesThe objective of this study was to analyze how the results of the Program for International Student Assessment (PISA) were used in the Brazilian educational context. The literature review showed that assessment is a fundamental factor for the qualification of education, for elaborating an overview of the PISA studies in Brazil, as well as for promoting discussions about the need to use the results of evaluations on a large scale. Based on the documentary analysis and semi-structured interviews, it was possible not only to present a study on the use of the PISA results in the country but also to establish categories of uses, such as Improper Usage or Lack of Usage, showing the possibilities and difficulties of such use and the administrators’ role in this process.Keywords: PISA; Use of Results; Educational Assessment; Public Policies.

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Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Education Policy Analysis Archives ◽

10.14507/epaa.v23.1977 ◽

2015 ◽

Vol 23 ◽

pp. 108 ◽

Cited By ~ 3

Author(s):

Haigen Huang

Keyword(s):

United States ◽

Socioeconomic Status ◽

Achievement Gap ◽

International Student ◽

Linear Models ◽

Student Assessment ◽

The United States ◽

Learning Time ◽

International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

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Strategies to raise interest for science in tomorrow´s students

10.5194/egusphere-egu2020-11102 ◽

2020 ◽

Author(s):

Gustavo Aguirre Murúa

Keyword(s):

Secondary School ◽

Science Teachers ◽

Computer Games ◽

International Student ◽

Economic Status ◽

Science And Technology ◽

Student Assessment ◽

Experimental Science ◽

International Student Assessment ◽

Academic Results

The interest of secondary level students for science and technology has been decreasing in the recent years. According to PISA 2018 (Programme for International Student Assessment) Spain is scored in the level 2 (483 points) in science, slightly below of other countries of the EU like France (493), Ireland (496), Germany (503) or United Kingdom (505) and far from the top of the list: China (590), Singapore (551) or Estonia (530). There is a wide gap between top-performing and low-achieving students in our secondary school. Many reasons could be responsible of this fact, such as socio-economic status, gender or immigrant background. Science teachers cannot ignore this tendency; we need to act in order to awake the interest for science and technology of our students.&#160; The aim of this paper is to present ideas and strategies followed in the last years by science teachers of Gustavo Adolfo B&#233;cquer secondary school to increase the motivation of students for experimental science and the improvement of their academic results. The strategies are divided in three groups according to their temporal length: long, medium and short. Long term strategies include working with small groups of students with similar capacities and cooperative learning. Medium term strategies entail the annual participation in the Fair of Science and in a multimedia Science competition based on the Trivial Pursuit. Short term activities involve Lab practices, Computer games and guided tours to permanent and temporary exhibitions. &#160; Although we do not have statistical analyses of the academic results over a long period of time following the teaching practices described above, we can appreciate a qualitative improvement if we replace some theorical framework of science for experiences that consider student&#180;s interest and capabilities, helping them with individualized learning and assessment in ways that foster their engagement and talents. In this path, we have used teaching-learning&#180;s index to quantify the academic evolution of students over the last 3 years in Gustavo Adolfo B&#233;cquer secondary school and the results show really good evolution in &#8220;percentage of students with all the subjects passed&#8221; and the &#8220;successful completion of the grade level previous to the last, in the high school&#8221;.

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PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM

Journal on Mathematics Education ◽

10.22342/jme.6.1.1940.20-30 ◽

2015 ◽

Vol 6 (1) ◽

pp. 20-30 ◽

Cited By ~ 1

Author(s):

Mulia Putra ◽

Rita Novita

Keyword(s):

Secondary School ◽

International Student ◽

Secondary School Students ◽

Student Assessment ◽

School Students ◽

Space Problem ◽

International Student Assessment ◽

Descriptive Research ◽

Mathematics Ability ◽

Class Viii

This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA onÂ shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISAÂ DOI: dx.doi.org/10.22342/jme.61.20

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School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale

Journal of Curriculum and Teaching ◽

10.5430/jct.v6n2p6 ◽

2017 ◽

Vol 6 (2) ◽

pp. 6

Author(s):

Letao Sun ◽

Kenneth D. Royal

Keyword(s):

United States ◽

School Climate ◽

International Student ◽

Methodological Approach ◽

Student Assessment ◽

The United States ◽

International Student Assessment ◽

Climate Assessment ◽

Climate Scale ◽

Psychometric Quality

The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA)2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the UnitedStates about school climate using an Item Response Theory (IRT) methodological approach. In particular, this studysought to determine if the instrument’s items are of sufficient psychometric quality to effectively measure schools'climate status in the United States. Collectively, results indicate the School Climate Assessment (SCA) scale is ofsufficient psychometric quality to effectively measure schools' climate status in the United States. However, there areareas for which the instrument can be improved. Recommendations for improvement are provided.

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The Reliability of Trends over Time in International Education Test Scores: Is the Performance of England's Secondary School Pupils Really in Relative Decline?

Journal of Social Policy ◽

10.1017/s0047279412000827 ◽

2012 ◽

Vol 42 (2) ◽

pp. 259-279 ◽

Cited By ~ 13

Author(s):

JOHN JERRIM

Keyword(s):

Secondary School ◽

International Education ◽

Test Performance ◽

International Student ◽

Student Assessment ◽

Educational Systems ◽

International Student Assessment ◽

Data Limitations ◽

Over Time ◽

Secondary School Pupils

AbstractThe Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are respected cross-national studies of pupil achievement. They have been specifically designed to study how countries’ educational systems are performing against one another, and how this is changing over time. These are, however, politically sensitive issues, where different surveys can produce markedly different results. This is shown via a case study for England, where apparent decline in PISA test performance has caused policymakers much concern. Results suggest that England's drop in the PISA ranking is not replicated in TIMSS, and that this contrast may be due to data limitations in both surveys. Consequently, I argue that the current coalition government should not base educational policies on the assumption that the performance of England's secondary school pupils has declined over the past decade.

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Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe11030059 ◽

2021 ◽

Vol 11 (3) ◽

pp. 813-828

Author(s):

Vianey Vazquez-Lopez ◽

Eric Leonardo Huerta-Manzanilla

Keyword(s):

Secondary School ◽

International Student ◽

Reading Skills ◽

Student Assessment ◽

Reading Proficiency ◽

School Students ◽

Logistic Regression Models ◽

International Student Assessment ◽

Reading Abilities ◽

Development Goals

Almost 217 million secondary school students (60% of the world’s adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN’s Sustainable Development Goals. Therefore, the early and efficient identification of this disadvantage and implementation of remedial strategies is critical for economies. In 2018, the Programme for International Student Assessment (PISA) assessed the reading skills of 15-year-old students in 80 countries and economies. This work introduces a methodology that uses PISA’s data to build logistic regression models to identify the main factors contributing to students’ underperforming reading skills. Results showed that socioeconomic status (SES), metacognition strategies, Information and Communication Technology (ICT) skills, and student–teacher relationships are the most important contributors to low reading abilities.

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A Comparison of Educational Reform in Finland and Washington State, USA

International Dialogues on Education Journal ◽

10.53308/ide.v3i2.169 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Karin Manns

Keyword(s):

Educational Reform ◽

International Student ◽

Student Assessment ◽

The United States ◽

Washington State ◽

Reform Initiatives ◽

Science Study ◽

Childhood Poverty ◽

International Student Assessment ◽

Mathematics And Science

This paper addresses aspects of global educational reform initiatives in the first two decades of the 21st century, comparing and contrasting these with the efforts of Finland, a nation in which students have recently and repeatedly outperformed other countries on international assessments. Utilizing the thesis that lessons from Finland can be used to support the educational reform work in the United States, a proposal for such implementation in Washington state is presented. Since strategies are often contextual, rooted in the history, beliefs, politics, and more of a country, such implementation must necessarily include sound analysis and adaptations to suit the new circumstances. While this paper focuses on educational efforts, an analysis of the Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) data by poverty identifies an important factor outside education that impacts academic achievement, namely, childhood poverty. The paper concludes with a practical look at possible next steps to improve education within the current educational context.

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