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PISA’s Influence on Thought and Action in Mathematics Education

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Abstract

This chapter contains short descriptions from contributors in ten countries (Chile, Denmark, France, Indonesia, Iran, Israel, Korea, Singapore, Spain and USA) about some ways in which the PISA Framework and results have influenced thinking and action about mathematics education. In many countries, the PISA results have been a call to action, and have stimulated diverse projects aimed at improving results, principally for teacher education but also some involving students. PISA resources, including the released items, have been used as a basis for assessment as well as for teacher development. Some countries have established national assessments with noticeable consistency with PISA ideas. In many countries, PISA’s concept of mathematical literacy, with its analysis of what makes mathematics education useful for most future citizens, has been extremely influential in curriculum review and also for improving teaching and learning. Countries have also incorporated or adopted the way that PISA describes mathematical competence through the fundamental mathematical capabilities.

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Authors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, 234 Queensberry Street, Melbourne, VIC, 3010, Australia

    Kaye Stacey & Felipe Almuna

  2. University of Granada, Granada, Spain

    Rosa M. Caraballo, José Luis Lupiáñez & Luis Rico

  3. Office for the Evaluation of Educational Activities and Experimentations, Ministry of National Education, DEPP, 65 rue Dutot, Paris, France

    Jean-François Chesné

  4. Consortium for Mathematics and its Applications, Bedford, MA, USA

    Sol Garfunkel

  5. Shahid Beheshti University, Tehran, Iran

    Zahra Gooya

  6. National Institute of Education, NIE 7-03-46, 1 Nanyang Walk, Singapore, 637616, Singapore

    Berinderjeet Kaur

  7. Institut for Uddannelse og Pædagogik, Aarhus Universitet i Emdrup, Copenhagen, Denmark

    Lena Lindenskov

  8. College of Education, Hongik University, Seoul, South Korea

    Kyung Mee Park

  9. Ministry of Education, 2 Dvora Hanevia St., Jerusalem, 9100201, Israel

    Hannah Perl

  10. Shahid Bahonar University of Kerman, Kerman, Iran

    Abolfazl Rafiepour

  11. Office for Students’ Assessment, Ministry of National Education, DEPP, 65 rue Dutot, Paris, France

    Franck Salles

  12. Sriwijaya University, Palembang, Indonesia

    Zulkardi Zulkardi

Authors
  1. Kaye Stacey
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  2. Felipe Almuna
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  3. Rosa M. Caraballo
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  4. Jean-François Chesné
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  5. Sol Garfunkel
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  6. Zahra Gooya
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  7. Berinderjeet Kaur
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  8. Lena Lindenskov
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  9. José Luis Lupiáñez
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  10. Kyung Mee Park
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  11. Hannah Perl
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  12. Abolfazl Rafiepour
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  13. Luis Rico
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  14. Franck Salles
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  15. Zulkardi Zulkardi
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Corresponding author

Correspondence to Kaye Stacey .

Editor information

Editors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia

    Kaye Stacey

  2. Australian Council for Educ. Res. (ACER), Int. Surveys, Educ. Monitoring and Res., Camberwell, Victoria, Australia

    Ross Turner

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Stacey, K. et al. (2015). PISA’s Influence on Thought and Action in Mathematics Education. In: Stacey, K., Turner, R. (eds) Assessing Mathematical Literacy. Springer, Cham. https://doi.org/10.1007/978-3-319-10121-7_15

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