Stacey, Kaye and Almuna, F and Caraballo, M.R and Chesne, J and Grafunkel, S and Gooya, Z and Zulkardi, Z. (2015) PISA's influence on thought and action in Mathematics Education. In: Assessing Mathematics Literacy: The PISA Experience. Springer, pp. 275-306.
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Abstract
Abstract This chapter contains short descriptions from contributors in ten countries (Chile, Denmark, France, Indonesia, Iran, Israel, Korea, Singapore, Spain and USA) about some ways in which the PISA Framework and results have influenced thinking and action about mathematics education. In many countries, the PISA results have been a call to action, and have stimulated diverse projects aimed at improving results, principally for teacher education but also some involving students. PISA resources, including the released items, have been used as a basis for assessment as well as for teacher development. Some countries have established national assessments with noticeable consistency with PISA ideas. In many countries, PISA?s concept of mathematical literacy, with its analysis of what makes mathematics education useful for most future citizens, has been extremely influential in curriculum review and also for improving teaching and learning. Countries have also incorporated or adopted the way that PISA describes mathematical competence through the fundamental mathematical capabilities.
| Item Type: | Book Section |
|---|---|
| Subjects: | L Education > L Education (General) > L7-991 Education (General) |
| Divisions: | 06-Faculty of Education and Educational Science > 84102-Mathematics Education (S2) |
| Depositing User: | Prof. Dr. Zulkardi MIKomp.,MSc. |
| Date Deposited: | 09 Sep 2019 09:21 |
| Last Modified: | 09 Sep 2019 09:21 |
| URI: | http://repository.unsri.ac.id/id/eprint/6299 |
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