Математическая грамотность. Минск: рикз, 2020. 252 с
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2-ex pisa
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– Problems classified in the societal context category focus on one’s community (whether local, national or global). They may involve (but are not limited to) such things as voting systems, public transport, government, public policies, demographics, advertising, health, entertainment, national statistics and economics. Although individuals are involved in all of these things in a personal way, in the societal context category, the focus of problems is on the community perspective. 118. Scientific – Problems classified in the scientific category relate to the application of mathematics to the natural world and issues and topics related to science and technology. Particular contexts might include (but are not limited to) such areas as weather or climate, ecology, medicine, space science, genetics, measurement and the world of mathematics itself. Items that are intra-mathematical, where all the elements involved belong in the world of mathematics, fall within the scientific context. 194 119. PISA assessment items are arranged in units that share stimulus material. It is therefore usually the case that all items in the same unit belong to the same context category. Exceptions do arise; for example, stimulus material may be examined from a personal point of view in one item and a societal point of view in another. When an item involves only mathematical constructs without reference to the contextual elements of the unit within which it is located, it is allocated to the context category of the unit. In the unusual case of a unit involving only mathematical constructs and being without reference to any context outside of mathematics, the unit is assigned to the scientific context category. 120. Using these context categories provides the basis for selecting a mix of item contexts and ensures that the assessment reflects a broad range of uses of mathematics, ranging from everyday personal uses to the scientific demands of global problems. Moreover, it is important that each context category be populated with assessment items having a broad range of item difficulties. Given that the major purpose of these context categories is to challenge students in a broad range of problem contexts, each category should contribute substantially to the measurement of mathematical literacy. It should not be the case that the difficulty level of assessment items representing one context category is systematically higher or lower than the difficulty level of assessment items in another category. 121. In identifying contexts that may be relevant, it is critical to keep in mind that a purpose of the assessment is to gauge the use of mathematical content knowledge and skills that students have acquired by age 15. Contexts for assessment items, therefore, are selected in light of relevance to students’ interests and lives and the demands that will be placed upon them as they enter society as constructive, engaged and reflective citizens. National Project Managers from countries participating in the PISA survey are involved in judging the degree of such relevance. жүктеу/скачать 7,1 Mb. Достарыңызбен бөлісу:
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