Математическая грамотность. Минск: рикз, 2020. 252 с
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Summary 172. The PISA 2021 mathematical literacy framework while maintaining coherence with the previous mathematical literacy frameworks acknowledges that the world is ever changing and with it the demand for mathematically literate citizens to reason mathematically rather than reproducing mathematical techniques as routines, 173. The aim of PISA with regard to mathematical literacy is to develop indicators that show how effectively countries are preparing students to use mathematics in the everyday aspect of their personal, civic and professional lives, as constructive, engaged and reflective 21st century citizens. To achieve this, PISA has developed a definition of mathematical literacy and an assessment framework that reflects the important components of this definition. 174. The mathematics assessment items selected for inclusion in PISA 2021, based on this definition and framework, are intended to reflect a balance between mathematical reasoning, problem solving processes, mathematical content and contexts. 175. The assessment design will assure valid measurement of ability across the range of achievement extending to two levels below the previous PISA scale, while preserving the quality and content of the assessment. 176. The CBAM to be used from 2021 provides problems in a variety of item formats with varying degrees of built-in guidance and structure and a range of formats retaining throughout an emphasis on authentic problems that require students to reason and demonstrate their thinking. |