Learning Mathematics for Life: A Perspective from PISA

This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.

People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA). Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed.

Table of Contents

Foreword
Introduction
Reader’s Guide
Main Features of the PISA Mathematics Theoretical Framework
A Question of Difficulty
Comparison of Country Level Results
The Roles of Language and Item Formats
Mathematical Problem Solving and Differences in Students’ Understanding
References
Annex A1 - A6