Equations and Inequalities: Making Mathematics Accessible to All. PISA

Autor/inn/en	Piacentini, Mario; Monticone, Chiara
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Equations and Inequalities: Making Mathematics Accessible to All. PISA
Quelle	(2016), (224 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1990-8539
ISBN	978-92-64-25848-8
DOI	10.1787/9789264258495-en
Schlagwörter	Quantitative Daten; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Mathematics Instruction; Mathematical Concepts; Mathematics Skills; Learner Engagement; Problem Solving; Concept Formation; Socioeconomic Influences; Disadvantaged Youth; Relevance (Education); Student Characteristics; Parents; Equal Education; Mathematics Curriculum; Student Motivation; Self Concept; Student Attitudes; Familiarity; Educational Policy; Student Diversity; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Concept learning; Begriffsbildung; Sozioökonomischer Faktor; Benachteiligter Jugendlicher; Relevance; Relevanz; Eltern; Schulische Motivation; Selbstkonzept; Schülerverhalten; Politics of education; Bildungspolitik; Mathmatics sikills; Mathematical ability
Abstract	More than ever, students need to engage with mathematics concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person's preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems. How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more "engaged" time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content--the time students spend learning mathematics topics and practising maths tasks at school--can accurately predict mathematics literacy. Differences in students' familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large. A list of tables available online is provided in an annex. Individual chapters contain references. [This report was prepared with contributions from Judit Pál and Bonaventura Pacileo.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01