Education Commons^™

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

Lisa De Bortoli

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet the …

Maths + Confidence = Higher Scores For Boys, Sue Thomson, Lisa De Bortoli

Lisa De Bortoli

Teenage boys outperform Australian girls in mathematics by the equivalent of about one-third of a school year, according to the latest PISA survey, as Sue Thomson and Lisa De Bortoli explain.

A New Model Of Creativity In Mathematical Problem Solving., Scott Chamberlin, Eric Mann

Eric L Mann

Myriad definitions of creativity in mathematics have been promulgated (Mann, 2005). The construct of creativity being comprised of fluency, flexibility, originality, and elaboration (Haylock, 1997; Imai, 2000; Kim, Cho, & Ahn, 2003) is generally agreed upon in the field of mathematics education. The purpose of this paper is to propose an additional component to the construct of creativity in mathematics. The fifth component of creativity is iconoclasm. Iconoclasm entails the penchant of mathematically creative individuals to dissent from commonly accepted principles and solutions. Iconoclasts are known to be nonconformist and may thus be open to uncommon or non-traditional solution paths.

A Teacher's Guide To Pisa Mathematical Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli

Lisa De Bortoli

This report focuses on mathematical literacy and is one of a series of three reports on Australian students' performance in PISA. The report provides an overview of the PISA mathematics framework and Australia's results in the PISA 2003 international assessment. Also included are mathematics items released for public viewing after the PISA 2003 assessment and examples of responses, marking guides and comparisons of results with other countries. The context behind achievement, e.g. attitudes, engagement and learning strategies, is also presented.

Unfinished Business : Pisa Shows Indigenous Youth Are Being Left Behind, Tony Dreise, Sue Thomson

Dr Sue Thomson

The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-yearolds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.

This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice.

Writing High Quality Assessment Items, Ray Philpot

Ray Philpot

A seminar and workshops on how to develop instruments for a national assessment, with an emphasis on Mathematics.