Математическая грамотность. Минск: рикз, 2020. 252 с
Mathematical Literacy and the Background Questionnaires
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2-ex pisa
| Mathematical Literacy and the Background Questionnaires
155. Since the first cycle of PISA, student and school context questionnaires have served two interrelated purposes in service of the broader goal of evaluating educational systems: first, the questionnaires provide a context through which to interpret the PISA results both within and between education systems. Second, the questionnaires aim to provide reliable and valid measurement of additional educational indicators, which can inform policy and research in their own right. 156. Since mathematical literacy is the major domain in the 2021 survey, the background questionnaires are expected to provide not only trend data for the constructs that continue to be assessed, but additionally to provide rich information on the innovations that are evident in the PISA 2021 mathematical literacy framework. In particular it is expected that mathematical literacy will feature prominently in the analysis of the domain-specific contextual constructs as well in a number of the different categories of policy focus that range from individual level variables such a demographics and social and emotional characteristics to school practices, policies and infrastructure (OECD, 2018 [32] ). 157. Two broad areas of students’ attitudes towards mathematics that dispose them to productive engagement in mathematics were identified as being of potential interest as an adjunct to the PISA 2012 mathematics assessment. These are students’ interest in mathematics and their willingness to engage in it. It is expected that these will continue to be a focus of the questionnaires in 2021. 158. Interest in mathematics has components related to present and future activity. Relevant questions focus on students’ interest in mathematics at school, whether they see it as useful in real life as well as their intentions to undertake further study in mathematics and to participate in mathematics-oriented careers. There is international concern about this area, because in many participating countries there is a decline in the percentage of students who are choosing 205 mathematics related future studies, whereas at the same time there is a growing need for graduates from these areas. 159. Students’ willingness to do mathematics is concerned with the attitudes, emotions and self- related beliefs that dispose students to benefit, or prevent them from benefitting, from the mathematical literacy that they have achieved. Students who enjoy mathematical activity and feel confident to undertake it are more likely to use mathematics to think about the situations that they encounter in the various facets of their lives, inside and outside school. The constructs from the PISA survey that are relevant to this area include the emotions of enjoyment, confidence and (lack of) mathematics anxiety, and the self-related beliefs of self-concept and self-efficacy. An analysis of the subsequent progress of young Australians who scored poorly on PISA at age 15 found that those who “recognise the value of mathematics for their future success are more likely to achieve this success, and that includes being happy with many aspects of their personal lives as well as their futures and careers” (Hillman and Thomson, 2010, p. 31 [33] ). The study recommends that a focus on the practical applications of mathematics in everyday life may help improve the outlook for these low-achieving students. 160. The innovations evident in the PISA 2021 mathematics framework point to at least four areas in which the background questionnaires can provide rich data. These areas are: жүктеу/скачать 7,1 Mb. Достарыңызбен бөлісу:
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