Location
Great Hall 2
Start Date
8-8-2016 2:45 PM
End Date
8-8-2016 4:00 PM
Subjects
Mathematics achievement, Mathematics tests, Numeracy, Mathematical thinking, Mathematics skills, Adults, Secondary school students, International programs, Lifelong learning, Surveys
Abstract
This presentation will look at some key messages from the Australian results of both the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). PISA assesses the mathematical literacy of 15-year-old students around Australia, whilst PIAAC assesses the numeracy proficiency of adults aged 15–74. What do the two surveys assess and are they telling a similar story? How solid are Australia’s mathematical foundations and what do they say about teaching and learning? How do Australia’s results compare internationally with those leading the field? What are some of the research outcomes and implications for both policy and practice for schools and lifelong learning, including about linking maths and life outside the classroom? This paper presents a perspective on the mathematical capabilities of Australian students as revealed through data from the two international assessment programs.
Recommended Citation
Turner, R., & Tout, D. (2016, August 08). Are Australian mathematical foundations solid enough for the 21st century? [Paper presentation]. Research Conference 2016 - Improving STEM Learning : What will it take?. https://research.acer.edu.au/research_conference/RC2016/8august/13
Copyright Statement
Copyright Australian Council for Educational Research 2016
Place of Publication
Melbourne Vic
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742864075
Included in
Are Australian mathematical foundations solid enough for the 21st century?
Great Hall 2
This presentation will look at some key messages from the Australian results of both the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). PISA assesses the mathematical literacy of 15-year-old students around Australia, whilst PIAAC assesses the numeracy proficiency of adults aged 15–74. What do the two surveys assess and are they telling a similar story? How solid are Australia’s mathematical foundations and what do they say about teaching and learning? How do Australia’s results compare internationally with those leading the field? What are some of the research outcomes and implications for both policy and practice for schools and lifelong learning, including about linking maths and life outside the classroom? This paper presents a perspective on the mathematical capabilities of Australian students as revealed through data from the two international assessment programs.
Comments
Concurrent session Block 2