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Titlebook: Assessing Mathematical Literacy; The PISA Experience Kaye Stacey,Ross Turner Book 2015 Springer International Publishing Switzerland 2015 C

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發(fā)表于 2025-3-21 19:12:41 | 只看該作者 |倒序瀏覽 |閱讀模式
期刊全稱Assessing Mathematical Literacy
期刊簡稱The PISA Experience
影響因子2023Kaye Stacey,Ross Turner
視頻videohttp://file.papertrans.cn/164/163261/163261.mp4
發(fā)行地址Tells the inside story of the conceptualisation of Mathematical Literacy for PISA.Provides insight into mathematics item development and the procedures used in the world‘s largest international educat
圖書封面Titlebook: Assessing Mathematical Literacy; The PISA Experience Kaye Stacey,Ross Turner Book 2015 Springer International Publishing Switzerland 2015 C
影響因子.This book describes the design, development, delivery and impact of the mathematics assessment for the OECD Programme for International Student Assessment (PISA). First, the origins of PISA’s concept of mathematical literacy are discussed, highlighting the underlying themes of mathematics as preparation for life after school and mathematical modelling of the real world, and clarifying PISA’s position within this part of the mathematics education territory. The PISA mathematics framework is introduced as a significant milestone in the development and dissemination of these ideas. The underlying mathematical competencies on which mathematical literacy so strongly depends are described, along with a scheme to use them in item creation and analysis. The development and implementation of the PISA survey and the consequences for the outcomes are thoroughly discussed. Different kinds of items for both paper-based and computer-based PISA surveys are exemplified by many publicly released items along with details of scoring. The novel survey of the opportunity students have had to learn the mathematics promoted through PISA is explained. The book concludes by surveying international impact.
Pindex Book 2015
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發(fā)表于 2025-3-22 00:08:56 | 只看該作者
Mathematical Competencies and PISAlts throughout the first five survey administrations, in which mathematical literacy is a key concept. The chapter presents the genesis and development of the competency notion in Denmark, especially in the so-called KOM project, with a view to similar or related notions developed in different envir
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Using Competencies to Explain Mathematical Item Demand: A Work in Progressatical problems—specifically, to assess the extent to which solving those problems calls for the activation of a particular set of mathematical competencies. The competencies targeted through the scheme are based on the mathematical competencies that have underpinned each of the PISA Mathematics Fra
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發(fā)表于 2025-3-22 11:07:35 | 只看該作者
A Research Mathematician’s View on Mathematical Literacyiences with PISA. Marciniak describes those elements of his own mathematics education that attracted him to mathematics and his own disregard for applications to the real world. His close experience of how students perform on PISA problems have highlighted the difference between significant mathemat
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發(fā)表于 2025-3-22 15:39:31 | 只看該作者
From Framework to Survey Data: Inside the PISA Assessment Processenting the PISA survey. These quality assurance mechanisms aim to ensure the fitness for purpose of the PISA data, derived from over 60 different countries and from students instructed in over 40 different languages in a wide array of schools from education systems that vary quite considerably. The
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發(fā)表于 2025-3-23 04:55:32 | 只看該作者
Coding Mathematics Items in the PISA Assessment without assuming any prior knowledge of PISA assessment. First the resources and procedures that are used in the course of the coding process are described: the coding guide and the general principles of coding. For better understanding, actual items are used to illustrate the multilayer structure
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發(fā)表于 2025-3-23 09:33:38 | 只看該作者
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