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Journal articles on the topic 'PISA tasks'
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1
Fadhillah, Ajeng Meidina, and Emi Emilia. "EXPLORING TEACHERS’ ABILITY IN DEVELOPING PISA-LIKE READING TASKS." English Review: Journal of English Education 10, no. 3 (2022): 1057–68. http://dx.doi.org/10.25134/erjee.v10i3.6351.
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This study is a part of a joint study, aiming to develop a teacher professional development program on training teachers to teach PISA-like reading. The bigger program focuses on a pedagogical intervention that incorporates PISA reading into English and Indonesian subjects based on Systemic Functional Linguistics Genre-Based Approach (SFL GBA) and has been reported in Emilia et al. (2022). Meanwhile, this study centred around the observation of English teachers’ ability to develop PISA-like reading tasks. The intervention is framed within PISA reading (OECD, 2019a,b), and SFL GBA (Halliday Matthiesen, 2014; Derewianka Jones, 2016; Emilia, 2011). The study employed a case study design. The findings show that teachers were able to develop PISA-like reading tasks, evidenced from the collected reading items that follow PISA 2018 cognitive processes and response format (OECD, 2019 a, b). Moreover, teachers’ responses from interviews were likewise positive, indicating their increased awareness of PISA and their ability to design similar reading tasks. It is recommended that the training be conducted in a variety of settings with a larger number of teachers for them to eventually assist Indonesian students in improving their reading literacy as suggested by PISA.
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DEWANTARA, ANDI HARPENI. "SOAL MATEMATIKA MODEL PISA: ALTERNATIF MATERI PROGRAM PENGAYAAN." DIDAKTIKA : Jurnal Kependidikan 12, no. 2 (2019): 197–213. http://dx.doi.org/10.30863/didaktika.v12i2.186.
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In a learning process, each students has different level of capability in mastering the teaching materials. For those who belong to the fast learner group and are able to achieve mastery learning earlier, ideally they need an additional learning activities to develop their skills more optimally. One of such learning activities is commonly known as the enrichment programs. Then, one of the learning challenges that can be applied in this enrichment program is proposing problem solving tasks to foster students' high order thinking skills. Based on the characteristics, it is revealed that PISA problems or PISA-like tasks has characteristics that are very in accordance with the characteristics of the rocemmenced enrichment problems. So that is why PISA problems or PISA-like tasks could be highly regarded as the enrichment tasks for students who have achieved early learning completeness. PISA mathematics problems or PISA-like mathematics tasks is expected to be able to optimize students 'mathematical literacy skills through activation of basic mathematical abilities, which in turn can help the success of enrichment programs in developing students' skills more optimally.
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Kachalova, Galina Semenovna. "Chemical literacy as a component of the natural scientific literacy of students." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 77–85. http://dx.doi.org/10.15293/1812-9463.2103.07.
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The article is devoted to the problem of the formation of chemical literacy of students of an educational school. It is shown that chemical literacy is a component of natural science literacy, which is considered as a manifestation of functional literacy. The article analyzes the content of the tasks of the international research of natural science literacy PISA from the open bank of tasks. It was found that the tasks are dominated by the context associated with the content of the sciences of physical systems – physics, geography, geology, but practically no content related to chemistry is presented. The literature contains a sufficient number of individual publications that describe different methods of forming chemical literacy. PISA tasks are used as a tool for the formation and assessment of the formation of chemical literacy. But there are no guidelines for chemistry teachers, including a description of the technology for developing tasks in the PISA format and sets of such tasks. As an innovative component, a methodology for preparing tasks in chemistry in the PISA format within the framework of the systemic and competency-based approaches is proposed.
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Dewantara, Andi Harpeni, Zulkardi Zulkardi, and Darmawijoyo Darmawijoyo. "ASSESSING SEVENTH GRADERS' MATHEMATICAL LITERACY IN SOLVING PISA-LIKE TASKS." Journal on Mathematics Education 6, no. 2 (2015): 117–28. http://dx.doi.org/10.22342/jme.6.2.2163.117-128.
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This design research type development study aims at producing a set of PISA-like mathematics task which is valid and practical as well as has the potential effects. Then, activation of fundamental mathematical capabilities underlying mathematical process related to the mathematical literacy as the main potential effect of the developed PISA-like tasks would be the focus on this paper. The subject of this study were 28 seven graders of SMP Negeri 1 Palembang involved in field test. Data collecting techniques used were students' test result and interviews. Overall findings indicate that 10 items of PISA-like mathematics task developed potentially promote students' mathematical literacy within three mathematical processes. The result also shows that the highest percentage of students' achievement was on the interpreting tasks (52.55%). While achievement for employ and formulate tasks were 40.74% and 39.63% respectively.Keywords: PISA-like problems, mathematical literacy, mathematical process, fundamental mathematical capabilites
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Sarman, A. D., Zh T. Issabergenova, and V. A. Kubieva. "INTERNATIONAL RESEARCH SYSTEMS PISA, TIMSS: SYSTEM OF TASKS AND THEIR ANALYSIS." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2021 (March 29, 2021): 203–13. http://dx.doi.org/10.48081/cgwm9508.
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In the last 20 years, international surveys assessing learning in reading, mathematics and science have been headline news because they put countries in rank order according to performance. The three most well-known surveys are TIMSS, PISA and PIRLS. The main difference between TIMSS and PISA is type of sample and focus of research. Pupils of the 4th and 8th classes take part in TIMSS. Only 15-year-old pupils of schools (7–12 classes) and colleges participate in PISA. TIMSS measures the academic knowledge (What? Where? When?), 80 % of the TIMSS tasks are directed to reproduction of knowledge. PISA measures functional competences – ability to effectively apply knowledge in various life situations, to logically think and draw valid conclusions (Why? What for? As?) to interpret information schedules and charts, etc. Our teenagers know the school program in biology, but don’t understand what GMO is. They are not bad in calculations, but have problems with statistics... Recently was published results of PISA-2015, sample is more than 400 thousand teenagers from 57 countries.
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Turidho, Aisyah, Ratu Ilma Indra Putri, Ely Susanti, and Mery Johan. "Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts." Jurnal Pendidikan Matematika 15, no. 2 (2021): 203–16. http://dx.doi.org/10.22342/jpm.15.2.14847.203-216.
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This development research aimed to develop valid and practical PISA-like math tasks on algebra using Arabic contexts that potentially affect mathematical literacy skills. This research was comprised of two stages, preliminary and formative evaluations. This research employed the lesson study learning community (LSLC) system in the development and implementation process and involved grade eight students aged 13-15 years old in Junior High School 19 Palembang. Data collection techniques were walkthrough, observations, and interviews, while the analysis techniques were tests. This research produced six units and nine items of PISA-like-math problems with the content characteristics using Algebra topic, Arabic personal and social contexts, levels 2, 3, 5 and 6 following the 2018 PISA framework, process competencies at mathematical literacy skills, standard language application, applicability for students, and interpret by students. To conclude, the developed PISA-like math tasks were valid, provided practicality, and potentially affected on mathematical literacy skills, and learning to confront Arabic culture in South Sumatera.
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Usova, S. "What Will Help the Teacher to Prepare Students in Successfully Solving PISA Assignments." Profession-Oriented School 8, no. 3 (2020): 34–41. http://dx.doi.org/10.12737/1998-0744-2020-34-41.
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Modern life sets its priorities: not a simple knowledge of facts, not skills as such, but the ability to use what is acquired; not the amount of information, but the ability to get it and model; not consumerism, but creation and cooperation. Possession of these competencies by fifteen-year-old students is assessed in the international PISA study.
 To solve one of the key tasks of the national project "Education" - by 2024 to enter the TOP-10 countries in the quality of general education, it is important to answer the question: What should a teacher know and be able to prepare students for successful solution of PISA tasks?
 The article discusses the main approaches to assessing the functional literacy of students in the framework of the international PISA study, reveals the features and key characteristics of the competencies of each of the main areas of the PISA study. Methodological approaches to prepare students for solving PISA tasks in the classroom and extracurricular activities are given.
 The author focuses teachers on the necessary to master of certain professional competencies.
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Буракова, Галина Юрьевна, Ирина Викторовна Кузнецова, and Татьяна Львовна Трошина. "BUILDING FUNCTIONAL LITERACY OF SCHOOLS WITH PISA TASKS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(53) (December 21, 2020): 127–31. http://dx.doi.org/10.26456/vtpsyped/2020.4.127.
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Рассмотрены вопросы формирования одной из составляющей функциональной грамотности школьников - математической - с учетом результатов исследования PISA. Обосновано, что именно процесс решения практико-ориентированных заданий при обучении математике в школе формирует метанавыки, развивает функциональную грамотность обучающихся. The article deals with the formation of one of the components of the functional literacy of schoolchildren - mathematical, taking into account the results of the PISA study. It has been substantiated that it is the process of solving practice-oriented tasks when teaching mathematics at school that forms metan-skills, develops the functional literacy of students.
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Zulkardi, Zulkardi, and Ratu Ilma Indra Putri. "Supporting Mathematics Teachers to Develop Jumping Task Using PISA Framework (JUMPISA)." Jurnal Pendidikan Matematika 14, no. 2 (2020): 199–210. http://dx.doi.org/10.22342/jpm.14.2.12115.199-210.
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The new revision of Curriculum 2013 stresses mathematics literacy tasks that force students to use their higher-order thinking skills (HOTs) and collaborative learning. In the Lesson study for the learning community, teachers deal with two kinds of problems: easy task or sharing and jumping task. This paper aims to report the process of training or professional development of mathematics teachers in Palembang in developing tasks, both sharing and jumping, using the PISA framework. This research used the development research method. Three main activities during the training are: Introducing what and why PISA items from 2000 – 2018; Developing PISA-items for jumping task; and The formative evaluation to measure teachers’ knowledge after training. Results show that mathematics teachers who follow the training can produce their items, share, and jump, using the PISA framework. To conclude, the task design training program using examples of PISA like can support teachers in developing their task, both sharing and jumping.
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Toshpulatova, Sh O., and I. I. Absalyamova. "FORMATION OF STUDENTS' NATURAL SCIENCE LITERACY AND DEVELOPMENT OF NON-STANDARD PHYSICS TASKS BASED ON PISA." Current Research Journal of Pedagogics 5, no. 12 (2024): 60–66. https://doi.org/10.37547/pedagogics-crjp-05-12-12.
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Islamirta, Kori Auga, Ratu Ilma Indra Putri, Hapizah Hapizah, and Isri Mawarni. "Development of PISA-Like Math Tasks for Uncertainty and Data Using the Context of COVID-19." Jurnal Pendidikan Matematika 16, no. 3 (2022): 269–88. http://dx.doi.org/10.22342/jpm.16.3.17086.269-288.
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This study aims to produce valid and practical questions and discover the potential effect of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context on mathematical literacy skills. The subjects of this study were students in Grade 9 of Junior High School number 19 Palembang. The research was conducted using the research design of developmental research. The stages in question development research are the preliminary and formative evaluation stages. The preliminary stage includes analysis of student needs, curriculum analysis, and analysis of PISA evaluation instruments. The formative evaluation stage includes self-evaluation, expert reviews, and one-to-one, small group, and field tests. This study resulted in a set of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context which consisted of 7 units with 12 valid and practical questions and potential effects on mathematical literacy skills, which included communication skills, reasoning skills, mathematical abilities, representation ability, and strategy selection ability. The resulting PISA-Like Math Tasks can help students think mathematically by using ideas from different subjects to solve a given problem.
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Kohar, A. W., A. K. Wardani, and A. D. Fachrudin. "Profiling context-based mathematics tasks developed by novice PISA-like task designers." Journal of Physics: Conference Series 1200 (March 2019): 012014. http://dx.doi.org/10.1088/1742-6596/1200/1/012014.
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Meryansumayeka, Zulkardi, R. I. I. Putri, and C. Hiltrimartin. "The prototype of PISA-like digital mathematical tasks." Journal of Physics: Conference Series 1470 (February 2020): 012024. http://dx.doi.org/10.1088/1742-6596/1470/1/012024.
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Distler, Petr, Milada Teplá, Pavel Teplý, and Jiří Škoda. "Effective Using of Released Teaching Tasks from Programme for International Student Assessment (PISA) for the Development of Higher Cognitive Levels and Scientific Literacy of Pupils in Chemistry Education." Chemické listy 116, no. 11 (2022): 700–704. http://dx.doi.org/10.54779/chl20220700.
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During the one-year pedagogical experiment, the released teaching tasks from PISA (Programme for International Student Assessment) assessment were systematically used in the 9th grade. The pupils in a control group used a commercial workbook. The results in the initial and final test showed that the pupils from the experimental group statistically significantly improved in most of the tested cognitive levels. We can state that the use of released PISA-type teaching tasks in the chemistry teaching has led pupils to scientific literacy development and that these teaching tasks represent a suitable tool for chemistry teaching. Based on the one-year use of teaching tasks in five different schools, recommendations for their effective use in teaching were made.
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Qizi, Ismadiyorova Nafisaxon Ibroximjon. "IHTT report on Pisa - 2022." European Journal of Learning on History and Social Sciences 1, no. 4 (2024): 15–17. http://dx.doi.org/10.61796/ejlhss.v1i4.455.
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This article explains the purpose of the decision of the Cabinet of Ministers of the Republic of Uzbekistan No. 997 of December 8, 2018 “On measures to organize international studies in the field of education quality assessment in the public education system”, PISA - 2022 the results and the content of the tasks presented in it are highlighted. A sample assignment is also provided.
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Romanova, M., T. Baryshnikova, and L. Novikova. "Formation of Financial Literacy of Schoolchildren on the Topic «Taxes»." Standards and Monitoring in Education 9, no. 1 (2021): 17–24. http://dx.doi.org/10.12737/1998-1740-2021-9-1-17-24.
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The article presents a practice-focused tasks for financial literacy, developed to meet requirements of the new standard on the subject of social Science, International programs, assessment of educational achievements of students 15 years of age PISA (Programme for Internetional Student Assessment). The results of the international PISA study assess the functional literacy of students, including the ability to use knowledge, skills and experience to solve life problems in personally and socially significant situations. When developing tasks, the authors focused on Russian legislation in the field of taxation and labor legislation. Task texts use economic concepts such as accrued salary, after-tax salary (on hand), salary, pension, stipend, and alimony. Tasks can be used by teachers in social studies, economics, mathematics, and financial literacy classes.
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Nurgabylov, Yerkuat, Zhalgas Akhmetov, and Sabyrkul Seitova. "Developing 21st century skills through PISA-based assessment-learning tasks." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 4, 2024): 1207–17. http://dx.doi.org/10.54919/physics/56.2024.120ju7.
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Relevance. Currently, the textbooks used in educational schools in Kazakhstan largely lack tasks that require decision-making under conditions of uncertainty. The relevance of this study lies in addressing a significant gap in the educational curriculum of the Republic of Kazakhstan. Purpose. The purpose of this study is to form and develop schoolchildren�s decision-making skills in conditions of uncertainty, and 21st century skills, by drawing up model assessment and learning tasks and assignments for them. Methodology. Diagnostic written work was carried out to identify the success of the developed method for constructing assessment and learning tasks, teaching schoolchildren to solve practice-oriented problems in the experimental (33 students) and control (32 students) classes. Results. Monitoring showed that out of 33 students from the experimental class 22% did not score points corresponding to the mandatory threshold level (13 out of 26 points), 72% achieved an average level of learning (from 14 to 21 points), 6% achieved a high level of learning (from 22 to 26 points). In the control class, 68% of schoolchildren did not reach the mandatory threshold level, 29% reached the average level, 3% reached a high level of development of practice-oriented knowledge. To establish the success of the developed methodology for constructing assessment and training tasks for practical problems, a survey was conducted among mathematics teachers (17 people). The survey results showed that this approach allowed all 17 teachers to successfully create assessment and teaching tasks for selected educational tasks from a mathematics textbook. Conclusions. Experimental studies confirm that teaching schoolchildren to solve practice-oriented problems and assessment tasks enhances their practice-oriented knowledge, including mathematical literacy, 21st-century thinking skills, and decision-making in uncertain conditions. Keywords: decision making; thinking skills; mathematical reasoning; exam
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D., Tutkabay, Dosymov Ye., Аkhanova A., and Ramankulov Sh. "THE INFLUENCE OF THE USE OF PISA TASKS ON THE DEVELOPMENT OF THE PROCESS OF TEACHING PHYSICS IN ENGLISH." Journal of science. Lyon, no. 41 (March 31, 2023): 16–20. https://doi.org/10.5281/zenodo.7801404.
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<strong>Abstract</strong> Today, in the context of a conceptual education system: digitalization of the educational process, digital educational content, digitalization of education management, the formation of subject and communicative language competencies of a future physics teacher as a result of mastering subjects in English is of great importance professionally. Therefore, an urgent problem is the use of advanced technologies for teaching natural sciences, including physics in English. Considering that the international PISA program is aimed at assessing the ability to apply knowledge in various life situations, the ability to solve problems not directly related to specific academic disciplines, it is known that the use of PISA tasks in the development of new materials is of interest to students. This article discusses the significance and features of PISA assignments in the development of the process of teaching physics in English. The research analyzed scientific papers related to the use of digital educational, STEAM educational technologies in teaching physics in English. In addition, a review of works related to the use of PISA assignments in teaching physics was conducted. Work has been carried out to develop tools to improve the effectiveness of teaching physics in English. In addition, questionnaires and control work of students in physics were organized. The study showed that the use of 3D - basic computer programs necessary to create STEAM resources, combined with PISA tasks, increases the efficiency of the educational process. The results of the study are recommended for use in the process of teaching physics and the development of educational and methodological complexes for teaching physics in English.
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Iskakova, Aikerim, Kulzhanat Bulatbayeva, Ercan Alkaya, and Sagima Sultanbekova. "The correct formulation of reading tasks and effective application of cognitive strategies in the development of functional literacy in students." "Bilim" scientific and pedagogical jornal 110, no. 3 (2024): 28–46. http://dx.doi.org/10.59941/2960-0642-2024-3-28-46.
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The formulation of reading tasks and the application of cognitive strategies are pivotal in fostering functional literacy. Functional literacy goes beyond basic reading skills; it involves the ability to comprehend, analyze, and synthesize information effectively, which is crucial in academic and professional settings. Clear Formulation of Reading Tasks; Application of Cognitive Strategies; Development of Functional Literacy. The correct formulation of reading tasks and the strategic application of cognitive skills are fundamental to developing functional literacy. These practices empower students to engage actively with texts, enhance comprehension, and cultivate lifelong learning skills essential for academic success and beyond. By integrating these elements, educators can effectively prepare students to navigate and thrive in a diverse range of reading and learning environments. The article discusses the low performance of Kazakhstan's students in terms of reading literacy in the PISA study, a measure of functional literacy, and their difficulties in completing tasks. At the same time, the research experience and results of using the PISA tasks created by the teachers themselves and the methodology of learning them (cognitive strategies) are comprehensively analysed.
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Çelik Demirci, Sedef, Ümit Kul, and Samet Korkmaz. "Examination of Problems in Middle School Mathematics Textbooks in Relation to the PISA Mathematical Literacy Framework." e-Kafkas Eğitim Araştırmaları Dergisi 12, no. 1 (2025): 195–212. https://doi.org/10.30900/kafkasegt.1487506.
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This research examines the extent to which mathematics problems in middle school textbooks for grades 5 through 8 align with the PISA mathematical literacy framework. The analysis emphasizes key dimensions, including content, context, cognitive processes, proficiency levels, and problem types. Utilizing document and descriptive analyses, the research evaluates textbooks published by Türkiye’s Ministry of National Education for the 2023–2024 academic year. Results reveal significant imbalances in the distribution of content areas, with “change and relationships” dominating, while “quantity” is underrepresented. Contextual analysis shows a predominance of “personal” contexts, with limited occupational, social, and scientific scenarios, which restrict students’ engagement with real-world applications. Regarding mathematical processes, the emphasis is on procedural tasks, while higher-order cognitive skills are insufficiently represented. Furthermore, the majority of problems correspond to PISA proficiency levels 2 and 3, with minimal representation of levels 5 and 6, highlighting a scarcity of tasks designed to foster advanced mathematical competencies. These findings underscore the necessity for a more equitable integration of content areas, a broader spectrum of real-life contexts, and tasks targeting higher proficiency levels. Recommendations propose a redesign of textbooks to incorporate a wider range of cognitive demands and contextual scenarios, with the aim of enhancing students’ mathematical literacy and preparedness for international assessments such as PISA.
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Mihăilescu, Angelica, and Ligia Sarivan. "LEARNING FROM PISA EXPERIENCES: READING TASKS TO EXPLORE BIASED INFORMATION." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (2020): 165–80. http://dx.doi.org/10.26755/revped/2020.2/165.
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The paper presents the results from a study involving 70 students in grade 9, from two technological highschools situated in a large town in Romania. In September 2020, the 15 year olds read and answered the questions from one of the released units after PISA 2018, and then reflected on their reading experience in a self assessment sheet. The results show good results in working with information from one article and poor ability in corroborating conflicting information from two sources that focus on a same topic. The students display little familiarity with biased information even if the majority enjoyed the reading challenge of two divergent points of view. The results are consistent with the PISA reading trend for Romania. In order to improve reading comprehension, teachers should renovate the reading practices by challenging students with work on multiple texts and tasks that focus on evaluation and reflection and on the sources credibility.
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Zulkardi, Z., and A. W. Kohar. "Designing PISA-Like Mathematics Tasks In Indonesia: Experiences and Challenges." Journal of Physics: Conference Series 947 (January 2018): 012015. http://dx.doi.org/10.1088/1742-6596/947/1/012015.
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Mihno, Linda. "PROBLEM ITEMS OF FINANCIAL LITERACY ASSESMENT FOR STUDENTS IN LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 706. http://dx.doi.org/10.17770/sie2020vol6.4910.
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Considering the financial situation in Latvia it is very important not only to realize how effectively students could deal with situations relating to financial issues, but to understand what kind of PISA Financial items exactly bring difficulties. It is necessary to realize how to improve students’ financial literacy. The main of the research is to find out what kind of PISA 2018 financial items are difficult for students and which students’ answers are marked as incorrect. To reach the aim the methods of content analysis. The research data show that students are very good at dealing with tasks similar to their everyday situations and requiring mathematical skills. In their turn, tasks related to investments and topics not related to everyday life are found difficult. Students are not good at tasks which require deep data or situation analysis and judgements made on reasoning even if they could be based on personal experience.
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Stadler, Matthias, Katharina Herborn, Maida Mustafić, and Samuel Greiff. "Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality." Journal of Intelligence 7, no. 3 (2019): 15. http://dx.doi.org/10.3390/jintelligence7030015.
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Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling (N = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.
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Widjaja, Wanty. "Towards Mathematical Literacy in the 21st Century: Perspectives from Indonesia." Southeast Asian Mathematics Education Journal 1, no. 1 (2011): 75–84. http://dx.doi.org/10.46517/seamej.v1i1.12.
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The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.
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Özçakir, Bilal. "Investigating Learning Tasks in the Century of Turkey Education Model 5th Grade Mathematics Textbook: Financial Literacy Education and Cognitive Demand Level." Shanlax International Journal of Education 13, no. 1 (2024): 108–18. https://doi.org/10.34293/education.v13i1.8132.
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The Century of Turkey Education Model, introduced in 2024, emphasizes developing critical thinking and analytical skills, with the Mathematics Curriculum. This curriculum integrates literacy skills in learning objectives, particularly financial literacy, to empower students in making informed economic decisions and managing resources effectively. Research highlights the strong link between cognitive skills and financial literacy, noting that individuals with higher cognitive abilities excel in financial literacy and make better financial decisions. Since mathematics textbooks, play a crucial role in fostering these skills by incorporating tasks that enhance cognitive and analytical abilities, this study investigates financial literacy related tasks in the 5th-grade mathematics textbook and assesses requested cognitive demand to complete these tasks. These tasks were identified based on the PISA Financial Literacy Framework’s content dimension. The findings indicated that learning tasks related to financial literacy are primarily concentrated under the ‘Numbers and Quantities’ theme. Moreover, in the ‘Geometric Shapes’ or ‘From Data to Probability’ themes, learning tasks could not be categorized under any subcategories of content dimension. On the other hand, regarding the PISA financial literacy content dimension, the learning tasks were mostly related with the ‘Money and Transactions’ subcategory. Additionally, in terms of cognitive demand levels, most tasks were categorized as requiring ‘High-Level Cognitive Demand’, with only a few tasks involving ‘Low-Level Cognitive Demand’ like memorization. This imbalance suggests a need for greater diversity in task types and cognitive demand levels to ensure more comprehensive and inclusive approach to financial literacy education.
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Putri, Ratu Ilma Indra, and Zulkardi Zulkardi. "DESIGNING PISA-LIKE MATHEMATICS TASK USING ASIAN GAMES CONTEXT." Journal on Mathematics Education 11, no. 1 (2020): 135–44. http://dx.doi.org/10.22342/jme.11.1.9786.135-144.
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This study aimed to produce a set of valid, practice and had potential effects of PISA-like mathematics tasks using Asian Games context to support students learning. Design research and lesson study were used as the method both during the design and implementation stages. Target users are 15th years old middle school students from PMRI pilot schools in Palembang. Results show that a set of PISA-like problems on uncertainty and data content are valid, practical, and had a potential effect. Students were doing mathematics in a collaborative, and the learning process becomes meaningful and easily.
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Rindermann, Heiner, and Antonia E. E. Baumeister. "Validating the Interpretations of PISA and TIMSS Tasks: A Rating Study." International Journal of Testing 15, no. 1 (2014): 1–22. http://dx.doi.org/10.1080/15305058.2014.966911.
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Hendroanto, Aan, Afit Istiandaru, Nisa Syakrina, Fariz Setyawan, Rully Charitas Indra Prahmana, and Agus Sofian Eka Hidayat. "How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy." International Journal on Emerging Mathematics Education 2, no. 2 (2018): 129. http://dx.doi.org/10.12928/ijeme.v2i2.10713.
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Koneva, Bogdana, and Maria Shabanova. "Board Game “Making Financial Decisions” in the System of Teaching the Mathematical Foundations of Financial Literacy." Mathematics and Informatics LXIV, no. 2 (2021): 173–81. http://dx.doi.org/10.53656/math2021-2-4-boa.
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The aim of this article is to present the theoretical model for the construction of tasks in improving financial literacy in algebra course at school and to submit the economic and mathematical game based on the developed model. At the state level, a number of important documents have been adopted on the formation of financial literacy of schoolchildren, various measures are being implemented to solve this problem. Despite this, today the tasks presented in the school mathematics course do not fully solve the issue of increasing the level of financial literacy. In the course of work on the creation of a theoretical model for Teaching mathematical foundations of financial literacy, an analysis of Russian textbooks on mathematics was carried out, federal regulations and international standards were studied. Our analysis allows us to assert that there are not enough tasks for the formation of financial literacy skills in the school course of mathematics. In addition, these tasks form initial knowledge in the financial sector. Also, the tasks are of the same type and often affect only two areas of handling finance. These are purchases and loans. Also, the tasks of the school mathematics course correspond only to the first level of the PISA standard. Thus, it became obvious that it was necessary to develop a theoretical model for the construction of tasks in improving financial literacy in algebra course at school according with the System (frame) financial capability for school age pupils and PISA diagnostic model.
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Bērtule, Dace, and Dace Namsone. "COGNITIVE DEPTH OF TEACHING AND LEARNING PROCESS IN BIOLOGY FROM 7TH TILL 9TH GRADE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 54. http://dx.doi.org/10.17770/sie2018vol1.3224.
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From OECD PISA Science test results presented in 2016 shows that in Latvia only 3,4% of students performance is in accordance to the 5th and 6th performance level (higher order cognitive skills (HOCS) measured), which is below OECD average. In Latvia from 2016 started Curriculum Development and Implementation project, which one of the priorities is student’s ability to apply HOCS (higher order cognitive skills) to improve these results. The development of deeper thinking (cognitive activity) is one of the most advanced skills in all subjects, including biology. In order to reduce the risks, it is necessary to analyze introducing new reforms the opportunities for students to develop HOCS through biology lessons and textbooks in current teaching and learning process. In previous researches it was found out that all items with context of 9th grade biology in the Latvia’s National level Science test (period 2015-2017) were measuring only low and average depth and no one was in high cognitive level as opposed to the PISA framework. It is required to study reasons of that more deeply. The research goal is to analyze cognitive depth of given tasks that students have the opportunity to do in the lessons of biology, biology textbooks from 7th till 9th grade and with 9th grade biology tasks in Latvia’s National level Science tests from years 2015 till 2017 and to compare these three cognitive depth results to the PISA 2015 Science framework. To find out cognitive depth of given tasks, there were analysed 31 samples of biology lessons and 6 biology textbooks for grades 7th till 9th.
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Emilia, Emi, Eva Tuckyta Sari Sujatna, and Nia Kurniasih. "Training teachers to teach PISA-like reading: A case in Indonesia." Indonesian Journal of Applied Linguistics 12, no. 1 (2022): 56–76. http://dx.doi.org/10.17509/ijal.v12i1.46534.
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This paper presents partial results of the first year of a multi-year joint study, involving three universities in Indonesia, aiming to develop a program to train English and Indonesian teachers to teach PISA-like reading (24 teachers in junior and senior high schools in West Java, Indonesia). The study aimed to identify whether the program can help the teachers enhance their PISA-like reading ability, create PISA-like reading materials for reading practices, and teach them to their students. The program drew on principles of effective teacher professional development (Ajani, 2018; Borko, 2004; Borko et al., 2010; Darling-Hammond et al., 2017), PISA reading (OECD, 2009, 2016, 2017, 2019, 2021), text-based instruction (Macken-Horarik et al., 2017), Reading to Learn Program (Rose, 2020a,b), and online teaching (Ragan, 2015). The study uses a program evaluation with the data collected from four sources, including a phase of training, pre- and post-tests, collection of PISA-like reading materials, and questionnaires distributed before and after the training program. The focus of the first year was on enhancement of teachers’ understanding and skills in different PISA-related aspects. Enhancement of their teaching capacity has not been explored, except for that prior to the training program, and this has been reported in Rahmadina and Emilia (2022). The first-year results reveal that the training program could help enhance the teachers’ ability to read, to use appropriate texts, and to construct PISA-like reading tasks. This was confirmed by the teachers’ positive responses to the program, in accordance with previous research on effective teacher professional development (TPD). It is recommended that the training program be conducted in different contexts, involving more teachers to help students learn to read and succeed in PISA reading.
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Nurgabyl, Duisebek, and Bakhtiyar Satkulov. "THE FORMATION AND DEVELOPMENT OF THINKING SKILLS OF THE 21ST CENTURY IN SCHOOLCHILDREN." 3i intellect idea innovation - интеллект идея инновация 4 (2024): 270–76. https://doi.org/10.52269/22266070_2024_4_270.
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The proposed article presents the results of experimental data, through which it was revealed that teachers had the most difficulties: when compiling assignments for practice-oriented tasks in the context of the PISA-2021 program concept; when establishing formative and developing links between the algorithm for solving practice-oriented problems and thinking of the 21st century. A meaningful and comparative analysis of scientific papers and textbooks in mathematics made it possible to conclude that the methodological base for compiling educational tasks in the context of the formation and development of mathematical literacy among schoolchildren is not sufficiently developed. In this regard, this study is aimed at developing approaches to solving this modern topical problem. To solve this problem, the article proposes a cognitive method of teaching, a method of reducing this task to assessment-learning tasks in the context of the PISA-2021 program concept. The problem of identifying by teachers the influence of the stages of problem solving on the development of students' mathematical reasoning is considered. The paper developed tasks illustrating the methodology for applying cognitive-activity learning approaches that would contribute to the development of mathematical reasoning in schoolchildren. The use of such a technique in teaching involves the creation of a problem situation, independent solution of tasks, interpretation of the solution of the task. The proposed approach to designing tasks for problem situations can be effectively used in the preparation of new generation textbooks in the Republic of Kazakhstan.
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Nurgabyl, D. N., and B. B. Satkulov. "Formation and Development of Mathematical Literacy in the Context of PISA-2021 Program Concep." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (2024): 267–81. http://dx.doi.org/10.47526/2024-1/2664-0686.22.
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This article presents the results of pedagogical experiments, which revealed educational problems that teachers face in the process of teaching mathematical literacy to schoolchildren: a low proportion of practice-oriented tasks in the total number of educational tasks in school mathematics intended for 15-year-old schoolchildren, a passive attitude of teachers to the formation of mathematical literacy among schoolchildren. The analysis of the experimental data made it possible to conclude that the knowledge and skills of teachers on the issues of reducing the standard task of the school mathematics course are insufficient to problem situations in the context of the PISA assessment tasks, compiling task systems for these tasks, containing an algorithm for solving the assigned problem, description of a visual object that allows the visualization of the task. To solve these problems, the paper proposes to apply a modular learning technology in the process of teaching schoolchildren mathematical literacy, an algorithmic method for reducing a standard task to assessment-learning tasks in the context of the PISA-2021 program concept. In the work, examining the task to the problem situation as an object of mental activity of students, the main components of the "Mathematical Reasoning" of the student are highlighted. Namely: recognizes the area of the task; singles out the main components of the tasks; to bring data under known concepts; establishes interdisciplinary links; applies induction, interdisciplinary knowledge in the preparation of a mathematical model; solves a mathematical problem; interprets, evaluates the solution in the context of the phenomenon under consideration. The analysis of algorithms for solving tasks made it possible to identify the following key structural components of mathematical literacy: understanding the context of tasks; the ability to establish correspondences between various objects, apply induction and knowledge, build mathematical models, find solutions to mathematical models of tasks, interpret and evaluate the solutions obtained; have mathematical reasoning skills. The final experimental study confirmed the effectiveness of the developed methodology for the formation and development of mathematical literacy at 15 year old schoolchildren.
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Záhorec, Ján, Alena Hašková, Michal Munk, and Martin Bílek. "RESULTS OF PISA AND EVALUATION OF COMPUTER SCIENCE EDUCATION." Journal of Baltic Science Education 12, no. 2 (2013): 234–48. http://dx.doi.org/10.33225/jbse/13.12.234.
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In the PISA scientific literacy monitoring carried out in 2006 and 2009 Slovak students achieved results below the OECD average scores while Czech students achieved significantly better results. Following the PISA results there was carried out a research aimed at evaluation of the current state of computer science education/informatics teaching at an upper secondary school level in both countries and moreover also in Belgium. In all three concerned countries a lack of textbooks of an appropriate quality was identified as a main weakness. Further identified weaknesses were: in Slovakia a problem of a lack of tasks attractive for students, in the Czech Republic a weak attractiveness of the teacher's presentation of new material for students and identically to Belgium a lack of engagement of students in tasks solved in class. Positively evaluated was: in Slovakia attractiveness of the curriculum and methods of new material presentation by teachers, and in the Czech Republic and Belgium clarity of the teacher’s presentation of new curriculum. Key words: monitoring of students` scientific literacy, current state of computer science education, evaluation of informatics teaching, strengths and weaknesses of informatics teaching, international comparison.
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Stadler, Matthias, Katharina Herborn, Maida Mustafić, and Samuel Greiff. "The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks." Computers & Education 157 (November 2020): 103964. http://dx.doi.org/10.1016/j.compedu.2020.103964.
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Abdurizaeva, S. "CREATIVE EDUCATIONAL ENVIRONMENT AS A FACTOR OF FORMULATION OF NATURAL SCIENTIFIC LITERACY IN STUDENTS." International Journal of Pedagogics 4, no. 5 (2024): 42–49. http://dx.doi.org/10.37547/ijp/volume04issue05-09.
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The article describes the general characteristics of a creative learning environment, compares traditional and creative learning environments, and also analyzes the types and levels of tasks of the PISA International Assessment Program, by creating a creative learning environment in the educational process and their application in practice.
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Freddano, Michela, and Paolo Diana. "THE ROLE OF ICT TO RAISE STUDENTS’ ACHIEVEMENT IN ITALIAN TECHNICAL AND PROFESSIONAL SCHOOLS." Problems of Education in the 21st Century 49, no. 1 (2012): 15–26. http://dx.doi.org/10.33225/pec/12.49.15.
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The research examines the role of using ICT to raise students’ achievement in Italian technical and professional schools. The hypothesis developed in this research is that students who obtain better learning results are those students who use ICT more than those students who are low performers. Data from the Programme for International Student Assessment (PISA) 2009 by OECD (Organisation for Economic Co-operation and Development) have been analyzed. The relationship between using ICT at school and students’ digital skills and attitudes has been analyzed by comparing the lowest performers and strong performers in reading literacy in Italian technical and professional schools. Results show that in Italian technical and professional schools, strong performers in reading literacy in PISA 2009 are more capable to do tasks at computer than low performers; however reading online and using ICT have greater positive effects towards achievement among low performers. Key words: ICT, PISA, professional school, reading literacy, technical school.
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Zulkardi, Zulkardi, Meryansumayeka Meryansumayeka, Ratu Ilma Indra Putri, et al. "HOW STUDENTS WORK WITH PISA-LIKE MATHEMATICAL TASKS USING COVID-19 CONTEXT." Journal on Mathematics Education 11, no. 3 (2020): 405–16. http://dx.doi.org/10.22342/jme.11.3.12915.405-416.
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School students can use a sequence of contextual tasks to learn mathematics. We can use Covid-19 as a phenomenon or context to exploit in learning mathematics. This article describes how students learn with mathematical problems that adapted PISA tasks and used the Covid-19 context. This study involved 29 secondary-level students, 15 years old, and each has different levels of mathematical skills. We use three phases of design research as the research method. Data were collected using observation, interviews, and documents. Then, they were analyzed descriptively. The result showed there were ten problems developed, and students were asked to work with those problems. We found that there are steps in how students understand and solve the problem. First, if students find a picture in the task, then they observe at the picture, read the question, and then start working to solve the problem. Second, if students find a table with less data, students refer to all data in solving the problem. Third if students find a table which has a lot of data, then some students calculate all of the data and other only compared among them. We’d like to encourage students to understand the problem before solving the problem. They do this by observing the pictures, comprehending the tables and also the questions.
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Meryansumayeka, R. I. I. Putri, Zulkardi, and C. Hiltrimartin. "Secondary students’ higher-order thinking skills in solving PISA- like mathematical tasks." Journal of Physics: Conference Series 1480 (March 2020): 012034. http://dx.doi.org/10.1088/1742-6596/1480/1/012034.
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Palchuk, Olena. "POST-WAR RECOVERY OF UKRAINE: THE ROLE OF HUMAN RESOURCES." Economics & Education 8, no. 3 (2023): 30–36. http://dx.doi.org/10.30525/2500-946x/2023-3-5.
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The purpose of the paper is to set out the place of education and human resources in the future development of Ukraine, particularly in the light of the post-war difficulties in rebuilding the country and further prospects. Methodology. The study is based on a comparison of PISA 2018 results, with different countries compared to Ukraine. PISA measures the ability of 15-year-old students to use their knowledge and skills in reading, mathematics and science to solve real-life problems. The results of the research showed that the Ukrainian education system has two main problems: low levels of mathematical literacy and deep inequalities in access to quality education depending on the place of residence and socio-economic status. Taking into account the PISA measurement system and the requirements of the modern economy, it is necessary to change the Ukrainian education system. Practical implications. Ukrainian teachers need to pay more attention to ensuring that students focus on the practical application of knowledge, question established opinions, engage them in open-ended tasks, make them critically analyse all the information they consume and express their opinions constructively. Value/Originality. Analysing the results of PISA and comparing them with other countries allows for a better understanding of what steps need to be taken to reform the education sector.
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Bychkov, Aleksandr Vladislavovich. "Analysis of Applied Problems in Modern Textbooks of Algebra and Geometry from Positions of the FSES BGE Requirements." Development of education, no. 4 (6) (December 18, 2019): 59–63. http://dx.doi.org/10.31483/r-53701.
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The article discusses the concept of «mathematical literacy», which is important from positions of the PISA international studies requirements. There are three types of activity (formulation of the situation mathematically, application of mathematics, interpretation of the result), the possession of which is checked in the PISA study. The article presents the subject results formulated in the FSES of BGE, on the study of which the subject area «Mathematics» is aimed, reflecting the need for the formation of selected components of mathematical literacy in students. The article presents the results of the analysis of tasks presented in the most common textbooks on algebra and geometry of the main school. The purpose of the analysis was to identify the presence of practice-oriented tasks in textbooks that meet the requirements of the FSES of BGE and the requirements of diagnostic tools used in international PISA studies. During the study the following methods were used: comparison, analysis, theoretical. The study was based on the most frequently used in school practice textbooks of the following authors: L.S. Atanasyan, V.F. Butuzov, S.B. Kadomtsev, E.G. Poznyak, I.I. Yudina, L.S. Atanasyan, V.F. Butuzov, etc. Result: the article presents the results of the analysis of the problem material presented in the most common textbooks on algebra and geometry of the general school. On the basis of the analysis of three author's lines on the study of geometry in the general school, common problems are identified. An example of a practical problem, confirming the conclusions, formulated during the analysis is given. The authorcomes to the conclusion that there is still lack of practice-oriented tasks in modern textbooks on algebra, helping to motivate students to conscious assimilation of mathematical facts and statements, providing the formation of the ability to model on the basis of a real, life situation.
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Maierová, Olga, and Jarmila Klugerová. "Civic Competences of Pupils with Hearing Impairment with Emphasis on Financial Literacy." Cadernos de Educação Tecnologia e Sociedade 17, se5 (2024): 23–32. https://doi.org/10.14571/brajets.v17.nse5.23-32.
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The study aimed to evaluate the level of financial literacy in pupils with hearing impairments, a group often excluded from international studies like the OECD PISA survey. The research sought to compare their financial literacy performance with pupils without disabilities, using a modified PISA financial literacy test. The study involved a four-year research project (2018–2021), targeting secondary school pupils with hearing impairments. The study applied some of the financial literacy tasks from the international PISA test, comparing the results with those from hearing pupils. Data were also collected on pupils’ access to ICT, their preferred communication codes (e.g., sign language or spoken language), and their academic performance. This multi-layered approach was complemented by psychological tests and qualitative analysis. The results showed that pupils with hearing impairments performed similarly to hearing pupils in most tasks. However, their performance dropped in tasks requiring open-ended responses, where they struggled with justifying their answers. The study found no statistically significant difference in financial literacy based on the preferred communication code (sign language vs. spoken language), but pupils in matriculation programs outperformed those in vocational programs. Access to ICT and the increased use of digital tools during the study period did not have a significant impact on financial literacy outcomes. The research concluded that the financial literacy of pupils with hearing impairments is generally comparable to that of hearing pupils, although they may face difficulties with certain types of questions. No significant differences were found based on communication preferences, but educational paths (matriculation vs. vocational) did influence performance. This suggests the need for more targeted financial literacy education for pupils with hearing impairments, with an emphasis on enhancing their ability to articulate reasoning and justification. The study also highlighted the importance of civic competences, such as financial literacy, in preparing these pupils for successful integration into society.
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Hwang, Jihyun, and Yeajin Ham. "RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS." Journal on Mathematics Education 12, no. 2 (2021): 199–222. http://dx.doi.org/10.22342/jme.12.2.13625.199-222.
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We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks – algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning – were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.
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Jakobsson, Anders, Eva Davidsson, Karl-Göran Karlsson, and Magnus Oskarsson. "Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies." ISRN Education 2013 (April 16, 2013): 1–13. http://dx.doi.org/10.1155/2013/196014.
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This paper highlights how results from large-scale studies can be used to understand students’ knowledge of science. Several scholars express critique of today’s PISA framework, especially with regard to the presentation of the results as national rankings, and suggest alternative and complementary methods. The present study has used PISA data to reveal hidden patterns in the results. The results show a general descending trend in items focusing on the nature of science and how new scientific knowledge is generated. On the other hand, there is an obvious upward trend regarding tasks that measure fact-based elementary or root knowledge. These trends are slightly differentiated at a national level, as the time and magnitude of the decline or increase may vary.
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Sadykova, Ainur, Maigyl Mynbayeva, Gulnara Ismailova, Marzhan Iskakova, and Zhanar Nurtazina. "FORMATION OF STUDENTS’ SKILLS IN ANALYZING INFORMATION GRAPHS THROUGH CONSTRUCTIVE FEEDBACK." Journal of Educational Sciences 80, no. 3 (2024): 152–62. http://dx.doi.org/10.26577/jes2024v80.i3.012.
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The research topic examines the performance of 12th grade students from the Nazarbayev Intel-lectual School in Semey in passing external summative exams, comparable to international AS/A-Level standards. The summative assessment system was developed in collaboration with the Cambridge As-sessment International Education Council and aims to measure the functionality of acquired knowledge and skills through a variety of tasks performed by students. The study also explores the international program for assessing educational achievements, such as PISA, among students in general education schools and Nazarbayev Intellectual Schools, focusing on mathematical and functional literacy. It was found that international exams like PISA and AS/A-Level often include visual organizers that require high-order thinking skills according to Bloom’s taxonomy. Currently, tasks corresponding to this type of international exam are being introduced in schools and universities in Kazakhstan. Therefore, innovative teachers should possess pedagogical and psychological methods and strategies. One of them is the CLIL strategy, which involves using are often accompanied by information graphics as visual organizers and constructive feedback to help students understand and solve tasks in international exams. This research not only examined various visual organizers in summative assessment but also provided constructive feedback to 11th and 12th grade students in biology and computer science. The article also carefully analyzed the analytical reports of international exams.
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Wijaya, Ariyadi, Marja van den Heuvel-Panhuizen, Michiel Doorman, and Alexander Robitzsch. "Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors." Mathematics Enthusiast 11, no. 3 (2014): 555–84. http://dx.doi.org/10.54870/1551-3440.1317.
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Nurgabyl, Duisebek, Baktiyar Satkulov, and Aspet Kagazbayeva. "Formation and development of mathematical literacy in the context of evaluative – Study tasks of PISA." Journal on Mathematics Education 14, no. 4 (2023): 701–22. http://dx.doi.org/10.22342/jme.v14i4.pp701-722.
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To identify the level of education of schoolchildren in different countries of the world, the OECD conducts international studies in the field of education. Comparative results of these studies make it possible to determine the effectiveness of national educational systems contributing to adapting programs for modernization and reform of educational systems. This study aims to develop mathematical literacy among 15-year-old students of the Republic of Kazakhstan by developing the basic skills of the 21st century in solving practice-oriented problems. An experimental study was conducted to determine teachers' attitudes toward the formation of mathematical literacy among schoolchildren. The study involved 32 teachers. The Analysis of the results of the survey revealed that the majority of teachers had a negative attitude towards the formation of mathematical literacy among schoolchildren, substantiating their points of view by the fact that the formation and development of mathematical knowledge and skills by itself contributed to the development of skills in the 21st century. Only 11% of teachers could accurately indicate those tasks, out of the seven tasks presented for consideration, in the solution of which schoolchildren had shown critical, systemic thinking. An analysis of geometry textbooks used in schools of the Republic of Kazakhstan showed that out of the total number of educational tasks studied in geometry lessons, the share of practice-oriented tasks comprised less than 3%. Based on the results of the experimental study, it is concluded that it is necessary to develop appropriate methodological approaches that contribute to the formation of mathematical literacy among schoolchildren using the learning tasks of the school geometry course.
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Bolatkhan, U., M. Haas, K. Bakirova, and A. Kanayev. "METHODS OF FORMATION OF FUNCTIONAL LITERACY IN BIOLOGY LESSONS." Sciences of Europe, no. 127 (October 25, 2023): 80–84. https://doi.org/10.5281/zenodo.10039419.
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Nowadays functional literacy is the basis for successful learning and assimilation of knowledge in various subject areas. This concept includes a diverse number of skills that allow you to understand and use the information received in everyday life to solve various tasks. The task of a modern teacher is to develop these skills in the learning process from an early age. This review article examines the methods of formation and development of functional literacy in biology lessons. The practical significance of this research work lies in the fact that the results of the work can be applied in the educational process to improve the indicators of international PISA testing (Program for International Student Assessment). One of the key aspects of the PISA assessment is the assessment of students' functional literacy.
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Leite, Andriele Ferreira Muri, and Alicia Maria Catalano de Bonamino. "Defasagem idade-série e letramento científico no Pisa." Estudos em Avaliação Educacional 31, no. 77 (2020): 393. http://dx.doi.org/10.18222/eae.v31i77.7103.
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<p>O artigo analisa a preparação científica de estudantes brasileiros participantes do Pisa (Programme for International Student Assessment – em português Programa Internacional de Avaliação dos Estudantes), considerando a defasagem idade-série. Foram realizadas uma análise exploratória dos resultados e uma regressão linear para investigar o efeito da variável repetência sobre o desempenho em ciências dos estudantes brasileiros. O estudo mostra que: os estudantes brasileiros estão em desvantagem em relação aos estudantes dos países da Organização para Cooperação e Desenvolvimento Econômico (OCDE); a maioria dos estudantes brasileiros não é capaz de realizar as tarefas mais simples estabelecidas pelo Pisa; a diferença entre estudantes brasileiros defasados e estudantes da OCDE alcança 150 pontos em algumas competências; apenas os estudantes brasileiros das séries finais do ensino médio atingem os níveis esperados pelo Pisa.</p><p><strong>Palavras-chave: </strong>Pisa, Brasil, Letramento Científico, Defasagem Idade-série.</p><p> </p><p><strong>Distorsión de grado y edad y la competencia científica en Pisa</strong></p><p>El artículo analiza la preparación científica de los estudiantes brasileños que participan en el PISA (Programme for International Student Assessment – en español, Programa Internacional de Evaluación de Estudiantes), teniendo en cuenta la distorsión de grado y edad. Se realizó un análisis exploratorio de los resultados y una regresión lineal para investigar el efecto de la variable de repetición en el rendimiento en ciencias de los estudiantes brasileños. El estudio muestra que: los estudiantes brasileños están en desventaja en comparación con los estudiantes de los países de la Organización para Cooperación y Desarrollo Económico (OCDE); la mayoría de los estudiantes brasileños no puede realizar las tareas más simples establecidas por el PISA; la diferencia entre estudiantes brasileños que presentan distorsión de grado y edad y estudiantes de la OCDE alcanza a 150 puntos en algunas competencias; solo los estudiantes brasileños en los años finales de la escuela secundaria alcanzan los niveles esperados por el PISA.</p><p><strong>Palabras clave: </strong>Pisa, Brasil, Competencia Científica, Distorsión de Grado y Edad.</p><p> </p><p><strong>Age-grade distortion and scientific literacy in Pisa</strong></p><p>The article analyzes the scientific preparation of Brazilian students participating in PISA (Programme for International Student Assessment), taking into account the age-grade distortion. An exploratory analysis of the results and a linear regression were carried out to investigate the effect of the grade repetition variable on Brazilian students’ performance in Science. The study shows that: Brazilian students are at a disadvantage compared to students from Organization for Economic Cooperation and Development (OECD) countries; the majority of Brazilian students are not able to perform the simplest tasks defined by PISA; the difference between Brazilian over-age students and OECD students reaches 150 points in some competencies; only Brazilian students in the final grades of secondary education reach the levels expected by PISA.</p><p><strong>Keywords: </strong>Pisa, Brazil, Scientific Literacy, Age-grade Distortion.</p>