PISA's influence on thought and action in Mathematics Education

Stacey, Kaye and Almuna, F and Caraballo, M.R and Chesne, J and Grafunkel, S and Gooya, Z and Zulkardi, Z. (2015) PISA's influence on thought and action in Mathematics Education. In: Assessing Mathematics Literacy: The PISA Experience. Springer, pp. 275-306. ISBN 978-3-319-10121-7

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    Abstract

    Abstract This chapter contains short descriptions from contributors in ten countries (Chile, Denmark, France, Indonesia, Iran, Israel, Korea, Singapore, Spain and USA) about some ways in which the PISA Framework and results have influenced thinking and action about mathematics education. In many countries, the PISA results have been a call to action, and have stimulated diverse projects aimed at improving results, principally for teacher education but also some involving students. PISA resources, including the released items, have been used as a basis for assessment as well as for teacher development. Some countries have established national assessments with noticeable consistency with PISA ideas. In many countries, PISA’s concept of mathematical literacy, with its analysis of what makes mathematics education useful for most future citizens, has been extremely influential in curriculum review and also for improving teaching and learning. Countries have also incorporated or adopted the way that PISA describes mathematical competence through the fundamental mathematical capabilities.

    Item Type: Book Section
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Mathematics Education
    Depositing User: Prof. Dr. Zulkardi MIKomp.,MSc.
    Date Deposited: 16 Jan 2016 18:34
    Last Modified: 16 Jan 2016 18:34
    URI: http://eprints.unsri.ac.id/id/eprint/6037

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