Literaturnachweis - Detailanzeige
| Autor/in | Jones, Graham A. |
|---|---|
| Titel | What Do Studies Like PISA Mean to the Mathematics Education Community? [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v1 p71-74. |
| Quelle | 1 (2005), S.71-74 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Mathematics Achievement; Educational Research; Mathematics Education; Numeracy; Student Evaluation; Standardized Tests; Reading Achievement; Science Achievement; Program for International Student Assessment |
| Abstract | In a real sense, PISA 2003 has touched the mathematics education community by stealth rather than by storm. Although PISA brings "baggage" commonly associated with international assessments, it takes some refreshing perspectives especially in the way that it envisions and assesses mathematical literacy. In this panel discussion we focus on some of the issues associated with PISA: scrutiny of student performance, construct and consequential validity, what makes items difficult for students and the potential impact of PISA on mathematics education research. In selecting these issues we merely begin the debate and open the way for your participation. [For complete proceedings, see ED496845.] (Author). |
| Anmerkungen | International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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