Tipo de documento
Autores
Lista de autores
Turner, Ross
Resumen
Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some PISA 2012 mathematics outcomes to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Ansiedad | Aprendizaje | Conocimiento | Investigación en Educación Matemática
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Referencias
Boaler, J. (2015). Fluency without fear: Research evidence on the best ways to learn math facts. Retrieved from http://www.youcubed.org/wp-content/uploads/2015/ 03/FluencyWithoutFear-2015.pdf Buckley, S. (2013). Deconstructing maths anxiety: Helping students to develop a positive attitude towards learning maths. (ACER Occasional Essays). Melbourne, Australia: ACER. De Baldini Rocha, M. S., & Ponczek, V. (2011). The effects of adult literacy on earnings and employment. Economics of Education Review, 30(4), 755-764. DOI: 10.1016/j.econedurev.2011.03.005 Green, D. A., & Riddell, W. C. (2012, june) Understanding educational impacts: The role of literacy and numeracy skills. Paper presented at the 11th IZA/SOLE Transatlantic Meeting of Labor Economist. Buch/Ammersee, Germany. Retrieved from http://www.iza.org/conference_files/TAM2012/riddell_w5670.pdf Leigh, A. (2008). Returns to education in Australia. Economic Papers, 27(3), 233-249. DOI: 10.1111/j.1759-3441.2008.tb01040.x Leung, F. K. S., Graf, K-D., & Lopez-Real, F. J. (2006). Mathematics education in different cultural traditions - A comparative study of East Asia and the West: The 13th ICMI study. Boston, MA: Spinger. Masters, G. N. (2013). Australian education review. Reforming educational assessment: Imperatives, principles and challenges. Camberwell, Australia: ACER. OECD (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris, France: OECD Publishing. OECD (2005). PISA 2003 Technical report. Paris, France: OECD Publishing. OECD (2013). Mathematics self-beliefs and participation in mathematics-related activities. In OECD (Ed.), PISA 2012 results: Ready to learn (Volume III): Students’ engagement, drive and self-beliefs. Paris, France: OECD Publishing. OECD (2014). PISA 2012 Results: What students know and can do (Volume 1, revised edition, february 2014): Student performance in mathematics, reading and science. Paris, France: OECD Publishing. Shomos, A. (2010). Links between literacy and numeracy skills and labour market outcomes. Productivity commission staff working paper: August. Melbourne, Australia: Productivity Comission. Turner, R. (2010). Identifying cognitive processes important to mathematics learning but often overlooked. In Australian Council for Educational Research (Eds.), Conference Proceedings (pp. 56-61). Camberwell, Australia: ACER. Turner, R., Blum, W., & Niss, M. (2015). Using competencies to explain mathematical item demand: A work in progress. In K. Stacey, & R. Turner (Eds.), Assessing mathematical literacy: The PISA experience. New York, NY: Springer. DOI: 10.1007/978-3-319-10121-7_4 Vignoles, A., De Coulon, A., & Marcenaro-Gutierrez, O. (2011). The value of basic skills in the british labour market. Oxford Economic Papers, 63(1), 27-48. DOI: 10.1093/oep/gpq012