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ERIC Number: EJ1087665
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1886-1350
Lessons from PISA 2012 about Mathematical Literacy: An Illustrated Essay
Turner, Ross
PNA, v10 n2 p77-94 2016
Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some mathematics outcomes from the Programme for International Student Assessment (PISA) 2012 to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action.
Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Indonesia; Poland; South Korea; Spain
Identifiers - Assessments and Surveys: Program for International Student Assessment