Science and Mathematics Education Commons^™

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 …

Drawing on results from Australia's performance in PISA, the author asks: "How do we encourage our students to see their world through mathematical lenses?"

This paper reports an analysis of features of mathematics assessment items developed for the OECD’s Programme for International Student Assessment survey (PISA) in relation to a set of six mathematical competencies. These competencies have underpinned the PISA mathematics framework since the inception of the PISA survey; they have been used to drive mathematics curriculum and assessment review and reform in several countries; and the results of the study are therefore likely to be of interest to the broad mathematics education community. We present a scheme used to describe this set of mathematical competencies, to quantify the extent to which solution …