LEADER 00611nam 2200241 450 001 9910636298203321 005 20230112191506.0 100 $a20230112d1901----u y0engy50 ba 101 0 $alat 102 $aDE 105 0 $a 00 200 1 $aActi Indicati$fLeopold Wenger 210 $aGraz$cLeuschner & Lubensky$d1901 215 $aX, 270 p.$d24 cm 676 $a340$v19 700 1$aWenger,$bLeopold$0189627 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910636298203321 952 $aIV G 63$b19467$fFGBC 959 $aFGBC 996 $aActi Indicati$92997296 997 $aUNINA LEADER 04053nam 22006615 450 001 9910483932103321 005 20240313095323.0 010 $a9783319101217 010 $a3319101218 024 7 $a10.1007/978-3-319-10121-7 035 $a(CKB)3710000000271825 035 $a(EBL)1965347 035 $a(SSID)ssj0001386346 035 $a(PQKBManifestationID)11817446 035 $a(PQKBTitleCode)TC0001386346 035 $a(PQKBWorkID)11374499 035 $a(PQKB)11234068 035 $a(DE-He213)978-3-319-10121-7 035 $a(MiAaPQ)EBC1965347 035 $a(PPN)183088468 035 $a(EXLCZ)993710000000271825 100 $a20141103d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing Mathematical Literacy $eThe PISA Experience /$fedited by Kaye Stacey, Ross Turner 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (334 p.) 300 $aDescription based upon print version of record. 311 08$a9783319101200 311 08$a331910120X 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aPreface -- The Assessment of Mathematical Literacy: Introduction to PISA and to this Book; Kaye Stacey and Ross Turner -- PART 1: The Foundations of PISA Mathematics -- PART 2: Implementing the PISA Survey: Collaboration, Quality and Complexity -- PART 3: PISA?s Impact around the World: Inspiration and Adaptation -- 15. PISA?s Influence on Thought and Action in Mathematics Education; Kaye Stacey (with contributors from ten countries). 330 $aThis book describes the design, development, delivery and impact of the mathematics assessment for the OECD Programme for International Student Assessment (PISA). First, the origins of PISA?s concept of mathematical literacy are discussed, highlighting the underlying themes of mathematics as preparation for life after school and mathematical modelling of the real world, and clarifying PISA?s position within this part of the mathematics education territory. The PISA mathematics framework is introduced as a significant milestone in the development and dissemination of these ideas. The underlying mathematical competencies on which mathematical literacy so strongly depends are described, along with a scheme to use them in item creation and analysis. The development and implementation of the PISA survey and the consequences for the outcomes are thoroughly discussed. Different kinds of items for both paper-based and computer-based PISA surveys are exemplified by many publicly released 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. It presents viewpoints of mathematics educators on how PISA and its constituent ideas and methods have influenced teaching and learning practices, curriculum arrangements, assessment practices, and the educational debate more generally in fourteen countries.  . 606 $aEducational tests and measurements 606 $aMathematics$xStudy and teaching 606 $aEducation and state 606 $aAssessment and Testing 606 $aMathematics Education 606 $aEducational Policy and Politics 615 0$aEducational tests and measurements. 615 0$aMathematics$xStudy and teaching. 615 0$aEducation and state. 615 14$aAssessment and Testing. 615 24$aMathematics Education. 615 24$aEducational Policy and Politics. 676 $a370 676 $a371.26 676 $a379 702 $aStacey$b Kaye$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aTurner$b Ross$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910483932103321 996 $aAssessing Mathematical Literacy$92852672 997 $aUNINA