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A Focus on Mathematical Literacy Among Australian 15-Year-Old Students in PISA 2003

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A Focus on Mathematical Literacy Among Australian 15-Year-Old Students in PISA 2003 Facing the Future: >> A Focus on Mathematical Literacy Among Australian 15-year-old Students in PISA 2003 Sue Thomson John Cresswell Lisa De Bortoli Programme for International Student Assessment Facing the Future: >> A Focus on Mathematical Literacy Among Australian 15-year-old Students in PISA 2003 Sue Thomson John Cresswell Lisa De Bortoli Programme for International Student Assessment First published 2004 by Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell, Victoria 3124 Copyright © 2004 Australian Council for Educational Research All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers. Text and cover design by Anita Adams Printed by The Craftsman Press The National Library of Australia Cataloguing-in-Publication data: Thomson, Sue. Facing the future : a focus on mathematical literacy among Australian 15-year-old students in PISA 2003. Bibliography. ISBN 0 86431 787 5. 1. Programme for International Student Assessment. 2. Mathematical ability - Testing. 3. Competency based education - Australia. 4. Educational tests and measurements - Australia. 5. Educational evaluation - Australia. I. Cresswell, John. II. De Bortoli, Lisa Jean, 1968- . III. Australian Council for Educational Research. IV. Title. 510.71294 Visit our website: www.acer.edu.au Executive Summary CONTENTS Executive Summary .......................................................................................vi List of Tables ...............................................................................................xvii List of Figures ..............................................................................................xix Acknowledgements ......................................................................................xxii Membership of Advisory Committee .........................................................xxiii CHAPTER 1 Introduction ................................................................................................... 1 How did PISA come about? ................................................................................... 2 The main goals of PISA ..........................................................................................2 What skills does PISA assess? .................................................................................2 PISA 2000 – summary of Australia’s results ...........................................................3 Impact of PISA in Australia .................................................................................... 4 The PISA ‘literacy’ approach ..................................................................................4 Who participates in PISA? ..................................................................................... 7 Skills for life? .........................................................................................................12 Implementing PISA .............................................................................................. 13 Summary ................................................................................................................15 Organisation of the report ....................................................................................16 CHAPTER 2 Mathematical Literacy in Australia: An International Perspective ............17 Introduction ........................................................................................................... 17 The construct of ‘mathematical literacy’ in PISA ................................................17 Mathematical content – the four ‘overarching ideas’ .......................................... 18 The four ideas in summary ...................................................................................20 The competencies ................................................................................................. 20 Situation ................................................................................................................. 22 The structure of the assessment ........................................................................... 24 Australia’s comparative results in summary ..........................................................28 Australia’s results in mathematical literacy ...........................................................29 Gender differences in mathematical literacy ........................................................31 Mathematical literacy results by subscale .............................................................33 Levels of mathematical literacy ............................................................................ 42 Sample and illustrative tasks ................................................................................. 52 Summary ................................................................................................................75 CHAPTER 3 Mathematical Literacy in Australia: A National Perspective ..................... 77 Introduction ............................................................................................................ 77 Year levels of the sampled Australian students .....................................................77 Gender differences within Australia .....................................................................78 Performance of the Australian states and territories ........................................... 79 [iii } Results by state for each of the subscales ............................................................. 83 Mathematical literacy for Indigenous and non-Indigenous students ..................85 Mathematical literacy of immigrant students and those whose language background is not English .................................................................................... 87 Results based on location of school ......................................................................89 Summary ................................................................................................................89 CHAPTER 4 Reading and Scientific Literacy: International and National Perspectives 91 Introduction ........................................................................................................... 91 Reading literacy in PISA .......................................................................................92 Reporting reading literacy performance .............................................................. 93 Sample reading items and responses ..................................................................... 95 Australia’s results in overall reading literacy ...................................................... 103 Scientific literacy in PISA ................................................................................... 112 Sample science items and responses .................................................................... 113 Australia’s results in overall scientific literacy .................................................... 118 Reading and scientific literacy of Indigenous and non-Indigenous students ....123 Reading and scientific literacy of immigrant students and those whose language is not English ....................................................................................... 124 Reading and scientific literacy of students in different locations of schools ......126 Summary ..............................................................................................................127 CHAPTER 5 Problem Solving: International and National Perspectives ..................... 129 Introduction .......................................................................................................... 129 Problem solving in PISA 2003 ........................................................................... 129 The problem-solving framework ........................................................................130 The PISA problem-solving scale ......................................................................... 131 Problem solving performance in PISA ................................................................132 Difference among countries ................................................................................ 135 Relations between problem solving and other domains .................................... 135 Performance in the Australian states ..................................................................137 Differences associated with student characteristics ........................................... 139 Sample and illustrative tasks ................................................................................ 143 Summary ..............................................................................................................153 CHAPTER 6 Introduction .......................................................................................................... 155 Parents’ occupational status ................................................................................. 156 Parents’ educational attainments ......................................................................... 160 Books in the home ................................................................................................ 160 Educational resources
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