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Mathematics Teaching and Learning Strategies in PISA
What differences exist in the teaching and learning practices of mathematics in different countries? To what extent do teaching and learning practices vary from school to school within each country? Which aspects of teaching and learning are associated with better or worse performance in mathematics? Are strategies universal or context-specific? The OECD Programme for International Student Assessment (PISA) seeks to provide some answers to these questions through this thematic report.
Mathematics Teaching and Learning Strategies in PISA uses data from the PISA 2003 assessment to examine the relationships between teaching strategies, student learning strategies and mathematics achievement. The report aims to identify instructional practices and learning strategies that contribute to increased achievement in mathematics and general knowledge. It then explains how these strategies may be related to different countries’ school system structures.
This report offers policy insights and stimulates new research to complement and further develop the recent OECD Teaching and Learning International Survey (TALIS) and the upcoming PISA 2012 assessment, which will again focus on mathematics. In addition, this report may be of interest to teachers, educators and officials within national and local educational authorities responsible for the professional development of teachers or for programme development, as well as members of school boards and parent advisory bodies.
Teaching and learning practices vary widely across educational systems and across schools within systems. Teaching and learning strategies are an important area of educational policy and practice. An international perspective on these issues informs students, parents, teachers, policy makers and other stakeholders about the most common patterns in their system, how these compare to other countries, and how these practices vary across schools within these systems. When examining these issues, it is important to inform students, parents, teachers, policy makers and other stakeholders about the most common patterns in their systems and how teaching and learning practices vary from school to school within these systems. An international perspective can also add important insight on how countries’ education systems compare to one another. This report offers that kind of insight particularly for the countries involved in the PISA 2003 cycle. The analysis of how teaching and learning practices are linked to student performance is, however, more limited, given the international cross-sectional nature of surveys, such as PISA, and the need for very fine and detailed data for the analysis of these issues
Table of contents
- Executive Summary
- Reader’s Guide
- Overview and Rationale for the Study
- Features of Teaching and Learning
- Are Students’ Perceptions of their Mathematics Teaching and Learning Related to Mathematics Performance?
- Summary and Implications for Further Research
- Conclusions and Implications for Policy and Practice
- ANNEX A. Descriptive Statistics
- ANNEX B. Correlations
- ANNEX C. Bivariate and Multilevel Models
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