Titlebook: Assessing Mathematical Literacy; The PISA Experience Kaye Stacey,Ross Turner Book 2015 Springer International Publishing Switzerland 2015 C

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ased items along with details of scoring. The novel survey of the opportunity students have had to learn the mathematics promoted through PISA is explained. The book concludes by surveying international impact.978-3-319-34606-9978-3-319-10121-7

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The Evolution and Key Concepts of the PISA Mathematics Frameworksework, which are used to describe what abilities make up mathematical literacy and are also used to ensure that the item pool is comprehensive and balanced. These are the real-world context categories that group the source of mathematical challenges, the phenomenologically-based content categories,

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The Real World and the Mathematical Worldl problems of cultural appropriateness and equity (through familiarity, relevance and interest) arise for an international assessment. This is the case for countries as a whole and also for subgroups of students. Relevant research and the PISA approach to minimising potential biases are discussed.

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https://doi.org/10.1007/BFb0090872lts throughout the first five survey administrations, in which mathematical literacy is a key concept. The chapter presents the genesis and development of the competency notion in Denmark, especially in the so-called KOM project, with a view to similar or related notions developed in different envir

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https://doi.org/10.1007/BFb0090872ial to mathematical literacy. Mathematical modelling is described and illustrated and the chapter shows why it is used as the cornerstone to mathematical literacy. It discusses how this concept has developed over the PISA Frameworks from 2000 to 2012, culminating in the reporting in PISA 2012 of stu