Naslov
Mathematical Requirements in PISA Assessment

Autori
Glasnović Gracin, Dubravka

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
The Second International Scientific Colloquium MATHEMATICS AND CHILDREN (Learning Outcomes) / Pavleković, Margita - Zagreb : Element, 2009, 56-61

ISBN
978-953-197-568-1

Skup
The Second International Scientific Colloquium MATHEMATICS AND CHILDREN (Learning Outcomes)

Mjesto i datum
Osijek, Hrvatska, 24.04.2009. - 25.04.2009

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
analiza; PISA zadaci; matematička pismenost; zahtjevi; nastava matematike
(analysis; PISA tasks; mathematical literacy; requirements; mathematics education)

Sažetak
This work presents the results of mathematical-didactical analysis of PISA questions in the field of mathematical literacy. The analysis is based on 26 publicly available PISA questions that represent a profile of PISA mathematical questions. The results of the analysis are furthermore compared to the results of PISA testing in Croatia in 2006. The intention of the research is to determine mathematical requirements in PISA assessment, as well as to establish the extent in which these requirements match the requirements of traditional mathematical education in Croatia. In the light of these findings, an additional goal is to explain the results of the conducted PISA testing in the field of mathematical literacy. The analysis shows that PISA requirements are in many ways different from the requirements in Croatian mathematical education, with respect to the content, competences, complexity and in the forms of questions. Content-wise, PISA questions emphasize fields of mathematics such as statistics and probability, but Croatian pupils who took part in PISA testing in 2006 have not encountered those subjects in any part of their curriculum. Competence-wise, PISA emphasizes interpretation and argumentation, while Croatian mathematical education is dominated by operationalization and automatization. We argue that the differences between requirements in PISA assessment and the Croatian mathematical praxis have lead to poor results of Croatian pupils on PISA testing in the field of mathematical literacy. In the conclusion, we suggest the guidelines on what components of PISA tests could lead to improvement in the field of mathematical education in Croatia.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Pedagogija

POVEZANOST RADA