Mathematics, PISA, and culture: An unpredictable relationship

Andrews, Paul

doi:10.1007/s10833-015-9248-2

Cited by 6 publications

(3 citation statements)

References 81 publications

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“…For example, focused on equity and a perceived need for national economic competitiveness, specialized goals were evident in the former Soviet Union (Ailes & Rushing, 1991;Karp, 2006;Romberg, 1984) and many of its satellites (Andrews, 2003;Bodovski et al, 2014). Elsewhere, following the end of the Second World War, the elite imperative could be found in the introduction of Bourbakian mathematics into many Western curricula (Andrews, 2015). However, the systemic presentation of such specialized goals for all students has not gone unchallenged.…”

Section: Defining the Purpose Of School Mathematicsmentioning

confidence: 99%

Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics: An exploratory study

Nosrati

Andrews

2022

Asian Journal for Mathematics Education

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Many countries’ educational aspirations are reflected in government-produced national curricula that specify, with varying degrees of prescription, what should be taught, when it should be taught, and even how it should be taught. These systemic ambitions are typically located in culturally constructed images of the ideal citizen dependent on, for example, whether cultures privilege the individual or the collective, or whether knowledge, particularly mathematics, is construed as practical or abstract. Despite such differences, little research has examined students’ awareness of the systemic expectations that underpin their experiences of school mathematics. In this paper, drawing on data from 35 group interviews involving 92 students from post-compulsory schools, we present an exploratory study of Norwegian and Swedish students’ perspectives on the purpose of school mathematics. Constant comparison analyses yielded six themes, or purposes, concerning the role of mathematics in support of everyday shopping, future employment, the learning of other subjects, logical thinking and problem-solving, the development of an esthetic appreciation, and the management of personal finances. However, despite extensive emphases in both the Norwegian and the Swedish curricula on the role of mathematical knowledge in the creation of just and equitable societies, no students discussed such societal goals. Some implications are discussed.

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Section: Defining the Purpose Of School Mathematicsmentioning

confidence: 99%

Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics: An exploratory study

Nosrati

Andrews

2022

Asian Journal for Mathematics Education

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“…Aqui, neste exemplo da Figura 4, pode-se avançar no modo como se está entendendo o conceito de tarefa: que ela pode envolver tanto o enunciado, da forma como foi explicitado nesse exemplo em particular (oralmente) como o conjunto de informações e debates que foram gerados a partir da abordagem de Emke (ANDREWS, 2015). Ou seja, a tarefa é mais geral, não está limitada ao enunciado escrito, ou à forma de proposição.…”

Section: Enunciado Abordagemunclassified

Tarefas De Matemática À Luz Da Educação Matemática Realística

Ferreira¹,

Buriasco²

2021

EDUCAÇÃO MATEMÁTICA

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Este artigo apresenta resultados parciais de um estudo que busca analisar, inventariar e descrever tipos de enunciados de tarefas na perspectiva da Educação Matemática Realística, a partir de sua proposição e características. Para isso, foram coletados enunciados de tarefas em 45 artigos de periódicos revisados pelos pares, que foram inventariados e descritos. Como resultado, foi possível identificar elementos valorizados na proposição de tarefas na perspectiva da Educação Matemática Realística, concluindo-se que tarefas de contexto, de modelagem matemática, que possuem recursos visuais, manipulativos ou computacionais oferecem mais oportunidades de matematização do que as tarefas rotineiramente apresentadas nos livros didáticos.

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“…However, many of the claims concerning Finnish students' PISArelated achievements may have been over-inflated, not least because their modest performance on TIMSS was compromised by, essentially, barely average levels of competence with respect to both algebra and geometry (Mullis et al, 2000;Mullis et al, 2012). Also, a result that has gone largely unnoticed, has been the fact that Flanders, the Dutch-speaking region of Belgium, has typically out-performed Finland on both PISA and TIMSS (Andrews, 2015). Finally, there is evidence that Finnish students' PISA-related mathematics successes may be less a consequence of teaching quality than cultural characteristics unique to Finland (Andrews, , 2014Andrews, Ryve, Hemmi & Sayers, 2014).…”

Section: Ilsas the 'Grey Literature' And Swedenmentioning

confidence: 99%

PISA, TIMSS and Swedish students’ knowledge of linear equations: A ‘telling’ case of a system fixing something that may not be broken

Andrews¹,

Kaplan²

2020

AUPC

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In this paper, we construct a ‘telling’ case to highlight a problematic inconsistency between the results of international large-scale assessments (ILSAs) and other studies of Swedish students’ knowledge of linear equations.In this context, a ‘telling’ case, based on the scrutiny of appropriately chosen cases, is presented as a social science counter-example to the prevailing view that ILSAs’ assessments are not only valid but should underpin systemicreform. Our ‘telling’ case comparison of the different forms of study shows that Swedish students, in contrast with the summative assertions of the different ILSAs, have a secure and relational understanding of linear equationsthat persists into adulthood. We conclude with a cautionary message for the curriculum authorities.

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Mathematics, PISA, and culture: An unpredictable relationship

Cited by 6 publications

References 81 publications

Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics: An exploratory study

Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics: An exploratory study

Tarefas De Matemática À Luz Da Educação Matemática Realística

PISA, TIMSS and Swedish students’ knowledge of linear equations: A ‘telling’ case of a system fixing something that may not be broken

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