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Learning mathematics for life :a per...

Organisation for Economic Co-operation and Development.

Learning mathematics for life :a perspective from PISA.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	510.71
書名/作者:	Learning mathematics for life : : a perspective from PISA.
出版者:	Paris : : OECD,, c2009.
面頁冊數:	245 p. : : ill. ;; 27 cm.
附註:	"Programme for International Student Assessment."
標題:	Mathematical ability - Testing.
標題:	Mathematics - Study and teaching.
ISBN:	9789264074996 (pbk.) :
ISBN:	9264074996 (pbk.)
ISBN:	9789264075009 (PDF)
ISBN:	9264075003 (PDF)
書目註:	Includes bibliographical references (p. 189-191).
內容註:	PISA 2003 : introduction -- Reader's guide -- Main features of the PISA mathematics theoretical framework -- A question of difficulty : questions from PISA 2003 -- Comparison of country level results -- The roles of language and item formats -- Mathematical problem solving and differences in students understanding.
摘要、提要註:	This publication examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analyzed. This analysis has been carried out in an effort to link PISA results to curricular programs and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers - especially mathematics teachers of intermediate and lower secondary school classes.--Publisher's description.

Learning mathematics for life :a perspective from PISA.
Learning mathematics for life :a perspective from PISA. - Paris :OECD,c2009. - 245 p. :ill. ;27 cm.

"Programme for International Student Assessment."

Includes bibliographical references (p. 189-191).

PISA 2003 : introduction -- Reader's guide -- Main features of the PISA mathematics theoretical framework -- A question of difficulty : questions from PISA 2003 -- Comparison of country level results -- The roles of language and item formats -- Mathematical problem solving and differences in students understanding.

This publication examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analyzed. This analysis has been carried out in an effort to link PISA results to curricular programs and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers - especially mathematics teachers of intermediate and lower secondary school classes.--Publisher's description.

ISBN: 9789264074996 (pbk.) :NTD 1,620Subjects--Corporate Names:

491273
Programme for International Student Assessment.
Subjects--Topical Terms:

442371
Mathematical ability
--Testing.

LC Class. No.: QA11.2 / .L42 2009

Dewey Class. No.: 510.71

Learning mathematics for life :a perspective from PISA.
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520 $a This publication examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analyzed. This analysis has been carried out in an effort to link PISA results to curricular programs and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers - especially mathematics teachers of intermediate and lower secondary school classes.--Publisher's description.
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