Chapter

Assessing Mathematical Literacy

pp 275-306

Date:

PISA’s Influence on Thought and Action in Mathematics Education

  • Kaye StaceyAffiliated withMelbourne Graduate School of Education, The University of Melbourne Email author 
  • , Felipe AlmunaAffiliated withMelbourne Graduate School of Education, The University of Melbourne
  • , Rosa M. CaraballoAffiliated withUniversity of Granada
  • , Jean-François ChesnéAffiliated withOffice for the Evaluation of Educational Activities and Experimentations, Ministry of National Education
  • , Sol GarfunkelAffiliated withConsortium for Mathematics and its Applications
  • , Zahra GooyaAffiliated withShahid Beheshti University
  • , Berinderjeet KaurAffiliated withNational Institute of Education
  • , Lena LindenskovAffiliated withInstitut for Uddannelse og Pædagogik, Aarhus Universitet i Emdrup
  • , José Luis LupiáñezAffiliated withUniversity of Granada
    • , Kyung Mee ParkAffiliated withCollege of Education, Hongik University
    • , Hannah PerlAffiliated withMinistry of Education
    • , Abolfazl RafiepourAffiliated withShahid Bahonar University of Kerman
    • , Luis RicoAffiliated withUniversity of Granada
    • , Franck SallesAffiliated withOffice for Students’ Assessment, Ministry of National Education
    • , Zulkardi ZulkardiAffiliated withSriwijaya University

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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.