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ERIC Number: ED552646
Record Type: Non-Journal
Publication Date: 2013
Pages: 149
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-6720-6
PISA Functional Literacy as Represented in Taiwanese Mathematics Textbooks
Lee, Suiv
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
PISA is a large international educational assessment activity coordinated by the "Organization for Economic Co-operation and Development" (OECD). PISA's "Functional Literacy" emphasizes the theoretical concept of mathematics as a human activity. From this pedagogical point of view, PISA's "mathematization cycle" serves as an infrastructure for a crucial feature in its designed. "Functional Literacy" stresses that the significance of mathematics education should reflect applied, authentic, and heuristic characteristics surrounded by an individual's daily life in society. In addition, PISA's assessments aim to measure students' mathematics competency level in a comprehensive way--interpreted as "cognitive demands". PISA utilizes three competence clusters--"reproduction, connections", and "reflections"--as well as six levels of the literacy scale to assess "cognitive" loads. Taiwan is a continually developing democratic country. Taiwanese students have performed at an advanced level in both PISA and TIMSS international assessments. Taiwan's mathematics textbooks determine the thinking and direction of their students' education. Could these high achievement Taiwanese students demonstrate be due to the fact that Taiwan's textbooks are compatible with PISA's theoretical principles? This study aimed to demonstrate "Functional Literacy" as presented in Taiwanese mathematics textbooks, and is focused on the content and design of Taiwanese mathematics textbook problems for secondary school. The main research explored the designed "mathematization cycle" used in the textbook problems and measured the level of "cognitive loads" required in the students' solutions in accordance with PISA's description. The results of this study revealed that selected instructional cycles in Taiwanese mathematics textbooks "do" demonstrate an ultimate correspondence PISA's principals with appropriate cognitive loads. The findings illustrated how PISA's theoretical concept could be implemented to develop future mathematics textbooks. Consequently, utilizing PISA's method may create a new constructive trend in designing curricula in mathematics education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study