Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss
Aug 2014
Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss
Ross Turner
This chapter describes theoretical and practical issues associated with the development and use of a rating scheme for the purpose of analysing mathematical problems—specifically, to assess the extent to which solving those problems calls for the activation of a particular set of mathematical competencies. The competencies targeted through the scheme are based on the mathematical competencies that have underpinned each of the PISA Mathematics Frameworks. The scheme consists of operational definitions of the six competencies (labelled as communication; devising strategies; mathematisation; representation; using symbols, operations and formal language; and reasoning and argument), descriptions of four levels of activation of …
Learning About Students' Mathematical Literacy From Pisa 2003, S Mccrone, J Dossey, Ross Turner, M Lindquist
Jul 2008
Learning About Students' Mathematical Literacy From Pisa 2003, S Mccrone, J Dossey, Ross Turner, M Lindquist
Ross Turner
The need for mathematical literacy in our world today and shares results from the 2003 PISA assessment of mathematical literacy. Includes ideas for incorporating similar problems in the classroom. Several examples of PISA problems are included, as well an internet address where other released PISA test items can be found.
Pisa 2003—Mathematical Literacy And Learning In The Americas, John Dossey, Sharon Mccrone, Ross Turner, Mary Lindquist
Dec 2007
Pisa 2003—Mathematical Literacy And Learning In The Americas, John Dossey, Sharon Mccrone, Ross Turner, Mary Lindquist
Ross Turner
The article provides an overview of the mathematics assessment program of the Organization for Economic Cooperation and Developments’ (OECD) Program for Student Assessment (PISA). As such, it provides a comparative view of the PISA results for Canada, Mexico, and the United States. It outlines the program, its frameworks, and competencies PISA uses to describe the achievement of 15-year-olds in over 40 countries participating in the PISA assessments. Particular attention is given to the PISA conception of mathematical literacy and cross-disciplinary problem-solving. These two areas were a focus of the 2003 assessment. In addition to a discussion of general results, two …
Developing Mathematical Literacy, Ross Turner, L Steen, H Burkhardt
Dec 2006
Developing Mathematical Literacy, Ross Turner, L Steen, H Burkhardt
Ross Turner
Mathematical literacy has received increasing attention in many countries over the last few years. This is partly driven by concerns of employers that too many students leave school unable to function mathematically at the level needed in the modern world of work. Further, it is increasingly recognised that people can only tackle many of the challenges of modern life effectively if they are mathematically literate in key areas. Planning in personal finance, assessment of risk, design in the home or on the computer screen, and critical appraisal of the flood of statistical information from advertising, politicians and the press — …
The Roles Of Modelling In Learning Mathematics, Malcolm Swann, Ross Turner, Caroline Yoon, E Muller
Dec 2006
The Roles Of Modelling In Learning Mathematics, Malcolm Swann, Ross Turner, Caroline Yoon, E Muller
Ross Turner
This chapter illustrates how Applications and Modelling promote the learning of mathematics by developing the student’s mathematical language and her use of tools, and by developing the learner’s capacity to ask and answer questions in, with, and about mathematics.
El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner
Feb 2006
El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner
Ross Turner
This article provides a general overview of the PISA project with the aim of setting up an appropriate context for debating on some specific outcomes of the 2003 assessment survey. This general perspective focuses on the goals of the project, its participants, procedures and organisation, its major components and methodologies as well as on the precise characteristics of Mathematics in PISA, which was the main assessment subject in 2003. Similarly, a very brief summary on certain key outcomes of PISA 2003 assessment in Spain is also provided.
