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ERIC Number: ED567032
Record Type: Non-Journal
Publication Date: 2016-Jun-20
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-2226-0919
Are Disadvantaged Students Given Equal Opportunities to Learn Mathematics? PISA in Focus. No. 63
OECD Publishing
Socio-economically advantaged and disadvantaged students are not equally exposed to mathematics problems and concepts at school. Exposure to mathematics at school has an impact on performance, and disadvantaged students' relative lack of familiarity with mathematics partly explains their lower performance. Widening access to mathematics content can simultaneously improve performance and reduce inequalities. But to take full advantage of the mathematics knowledge they gain at school, disadvantaged students also need assistance in acquiring problem-solving skills.
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Organisation for Economic Cooperation and Development (OECD) (France)
Identifiers - Location: Australia; Austria; Belgium; Brazil; France; Germany; Hungary; New Zealand; Portugal; Slovakia; South Korea; Switzerland; Thailand; United Kingdom; United States; Uruguay
Identifiers - Assessments and Surveys: Program for International Student Assessment