scholarly journals Mathematics Literacy: An Australian Perspective and Experience

2017 ◽  
Vol 7 (1) ◽  
pp. 31-42
Author(s):  
Allan Leslie White
Keyword(s):  
Great Britain ◽  
Student Performance ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Population Diversity ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Different Types ◽  
Policies And Programs

A brief listing of five different types of mathematical literacy is provided. The definition used by the Program for International Student Assessment (PISA) is selected and some brief remarks are provided on this program. The performance of Australian students is examined which shows that at the beginning of the new century 2000, Australian educators were feeling comfortable and reasonably satisfied with student performance but by 2016there was great concern over a consistent decline. The reasons for this decline are briefly discussed with the focus on Australian governmental policies that followed the directions of reform in the United States and Great Britain, and what has been labelled GERM. Current policies have been tried and failed and it is time to look for alternatives. While it is not wise to just copy the programs and policies of another country rather than adapt them due to differences in culture, population diversity, and other factors, nevertheless countries such as Finland can offer alternative paths to be explored. In Australia’s case it would also seem to be unwise to adopt policies and programs of countries who perform worse than it.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

scholarly journals Peculiarities of formation and assessment of schoolchildren’s mathematical literacy

2021 ◽  
Vol 11 (4) ◽  
pp. 113-135
Author(s):  
Larisa Olegovna Denischeva ◽  
◽  
Natalya Viktorovna Savintseva ◽  
Ildar Sufiyanovich Safuanov ◽  
Andrei Vladimirovich Ushakov ◽  
...  
Keyword(s):  
Mathematical Modeling ◽  
International Student ◽  
Student Assessment ◽  
Real Life ◽  
Mathematical Literacy ◽  
Main Research ◽  
International Student Assessment ◽  
Teachers Experiences ◽  
Characteristic Features ◽  
Conceptual Foundations

Introduction. The study investigates the problem of developing mathematical literacy. The purpose of the article is to reveal the specifics of developing and assessing schoolchildren’s mathematical literacy. Materials and Methods. The research is based on the concept and model of mathematical literacy defined for the OECD Programme for International Student Assessment (PISA). The main research methods include an analysis of mathematics teachers’ experiences and an analysis of the structure of mathematical literacy tasks. Results. The article presents an analysis of the conceptual foundations of developing schoolchildren’s mathematical literacy. The authors identified and structured the characteristic features of the tasks aimed at forming mathematical literacy, described the main approaches to their development, based on the use of model schemes and mathematical modeling. The links between the contexts of real-life situations and the content areas of the school mathematics course were traced. The complete process of working with mathematical models is illustrated by tasks arising in life situations. The authors revealed the main approaches to the development of tasks, designed to form mathematical literacy, based on the model schemes and the process of mathematical modeling. Conclusions. In conclusion, the authors summarize stages of designing mathematical literacy tasks and the requirements to the approaches of their development. The conclusion is made about the possibility of using model schemes as a reference for mathematical literacy tasks.

scholarly journals An Investigation of Master Student Understanding on Mathematical Literacy Problems

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Al Jupri ◽  
Rizky Rosjanuardi
Keyword(s):  
Prospective Teachers ◽  
International Student ◽  
Online Survey ◽  
Student Assessment ◽  
Student Understanding ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Problems And Solutions ◽  
Shape Uncertainty

Indonesian government has been promoting the National Literacy Movement since 2016 to response disappointing results of the Program for International Student Assessment on literacy and mathematical literacy skills of students. This movement involves many parties, including educational universities, to prepare mathematics education students of master level, as prospective teachers or lecturers, to understand mathematical literacy. To investigate this condition, this study aims to analyze master student understanding on mathematical literacy problems. To do so, we conducted an online survey via Google Form involving 32 master students from several universities in Bandung. In this survey, each master student was called for sending two mathematics problems and solutions that considered to be literacy problems. The results revealed that 17 (53%) involved master students understand mathematical literacy problems. The most frequent category of literacy problems to appear was Change and Relationship followed by categories of Space and Shape, Uncertainty and Data, and Quantity, respectively. Another result showed that word problems seemed to be regarded as the same as mathematical literacy problems by some students. We conclude that master student understanding of mathematical literacy needs to be improved for facing future educational careers.

scholarly journals Gender differences in the pathways to higher education

2020 ◽  
Vol 117 (25) ◽  
pp. 14073-14076 ◽  
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.

scholarly journals Assessment Background: What PISA Measures and How

2020 ◽  
pp. 249-263
Author(s):  
Luisa Araújo ◽  
Patrícia Costa ◽  
Nuno Crato
Keyword(s):  
Student Performance ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Short Description ◽  
School Characteristics ◽  
Technical Aspects ◽  
Performance Levels ◽  
International Student Assessment ◽  
Large Scale Assessments

AbstractThis chapter provides a short description of what the Programme for International Student Assessment (PISA) measures and how it measures it. First, it details the concepts associated with the measurement of student performance and the concepts associated with capturing student and school characteristics and explains how they compare with some other International Large-Scale Assessments (ILSA). Second, it provides information on the assessment of reading, the main domain in PISA 2018. Third, it provides information on the technical aspects of the measurements in PISA. Lastly, it offers specific examples of PISA 2018 cognitive items, corresponding domains (mathematics, science, and reading), and related performance levels.

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

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
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.

Teacher Behaviours Explaining Turkish and Dutch Students’ Mathematic Achievements

2017 ◽  
Vol 6 (2) ◽  
pp. 174
Author(s):  
Seher Yalcın
Keyword(s):  
The Netherlands ◽  
Formative Assessment ◽  
Student Performance ◽  
International Student ◽  
Latent Class ◽  
Student Assessment ◽  
Teacher Behavior ◽  
Student Orientation ◽  
International Student Assessment ◽  
High Level

The purpose of this study was to examine the differences between Turkish and Dutch students’ mathematics achievement and to examine the predictive level of teacher behaviours for student performance. The participants were 3210 students and principals from 168 schools in Turkey and 2541 students and principals from 156 schools in the Netherlands, who attended the Program for International Student Assessment in 2012. According to the results of the multilevel latent class and three-step analyses, for both countries, teacher behavior related to student orientation, teacher focus on student achievement and formative assessment predicted the mathematical achievement. It is seen that a high level of teacher behavior related to student orientation and formative assessment plays an important role in schools’ achievement at very low, low, and low-medium levels for Turkey and at medium and medium-high levels for the Netherlands. Furthermore, it was determined that the students who had low- or medium-level achievement were more affected by teacher characteristics/behaviours.

Media neglect of Indigenous student performance in the Programme for International Student Assessment (PISA) 2001–2015

2019 ◽  
pp. 1-11
Author(s):  
Edward Rock Davis ◽  
Rachel Wilson ◽  
John Robert Evans
Keyword(s):  
Student Performance ◽  
Media Coverage ◽  
International Student ◽  
Student Assessment ◽  
Indigenous Australians ◽  
Indigenous Students ◽  
Mainstream Media ◽  
International Student Assessment ◽  
Critical Commentary ◽  
Media Reports

AbstractThis research explores media reporting of Indigenous students’ Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in media reports, especially at the time of the publication of PISA results, there was overwhelming neglect of Indigenous results and the performance gap. A thematic analysis of articles showed mainstream PISA reporting had critical commentary which is not found in the Indigenous PISA articles. The three themes identified include: a lack of teacher quality in remote and rural schools; the debate on Gonski funding recommendations and the PISA achievement gap between Indigenous and non-Indigenous students. This study concluded the overwhelming neglect is linked to media bias, which continues to drive mainstream media coverage of Indigenous Australians.

scholarly journals PENGEMBANGAN KURIKULUM MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM PENALARAN DAN PEMECAHAN MASALAH

2019 ◽  
Vol 1 (1) ◽  
pp. 15-27
Author(s):  
Yogi Anggraena
Keyword(s):  
Problem Solving ◽  
International Student ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Student Assessment ◽  
National Council ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Study Results

The Trending topic in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) have become a new standard for mathematics learning. One of the objectives of the study from TIMSS and PISA is to know the students' abilities in reasoning, identifying, and understanding, and using the basic mathematics needed in daily life. Or in other words, students must have mathematical literacy. The concept of mathematical literacy is intended the ability of individuals to formulate, use, and interpret mathematics in various contexts. This includes mathematical reasoning and using mathematical concepts, procedures, facts, and equipment to describe, explain, and predict phenomena or events (OECD, 2013). Indonesia has participated in TIMSS and PISA studies several times, from the TIMSS and PISA study results, it shows that students have not been able to develop optimally about their thinking abilities in mathematics schools and are still low in ability (1) to understand complex information, (2) theory , analysis and problem solving, (3) using tools, procedures and problem solving and (4) conducting investigations. In 2014, the National Council of Teachers of Mathematics (NCTM) stated that learning mathematics today is still too formal, lacks connection with the meaning, understanding, and application of mathematical concepts, and fails to give sufficient attention to the ability of reasoning and solving problem. These results indicate that there needs to be a change in curriculum orientation, which is not to burden students with content but prioritize the aspects of essential abilities needed by all citizens to participate in developing their country in the 21st century. Therefore it is necessary to develop a mathematics curriculum that enhances students' abilities in reasoning and problem solving in order to improve the quality of mathematics for students knowledge and skill in this global era.

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