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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Kaye Stacey
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Education Mathematics

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The PISA View of Mathematical Literacy in Indonesia Stacey, Kaye
Journal on Mathematics Education Vol 2, No 2 (2011)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.2.2.746.95-126

Abstract

PISA, the OECD’s international program of assessment of reading,scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students’ attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment.Keyword: PISA View, Mathematical Literacy, Indonesia DOI: http://dx.doi.org/10.22342/jme.2.2.746.95-126
The PISA View of Mathematical Literacy in Indonesia Kaye Stacey
Journal on Mathematics Education Vol 2, No 2 (2011)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.2.2.746.95-126

Abstract

PISA, the OECD’s international program of assessment of reading,scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students’ attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment.Keyword: PISA View, Mathematical Literacy, Indonesia DOI: http://dx.doi.org/10.22342/jme.2.2.746.95-126
Mathematical competencies in the digital era Stacey, Kaye
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.3096

Abstract

The paper begins with a discussion of the characteristics of digitization that influence school mathematics, its goals and practices: the digitization of everything, the invisibility of computation, the era of big data and information on everything, and changes in the social role of mathematics due to increased global competitiveness. This leads directly to Theme 1, where we discuss the diminished economic and personal value of the ability to carry out routine mathematical procedures from arithmetic to calculus. Two other themes are then discussed: the reorientation of school mathematics content to support students to solve real world problems, and the need for students to understand about how mathematics can provide insight into real world problems, even when they are not able to actually do this themselves. These themes are only three of the many aspects of mathematical competence in the digital era which might have been chosen for discussion. 
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