素养视角下的国际数学评价.pdfVIP

ZDM Mathematics Education (2015) 47:691–706 DOI 10.1007/s11858-015-0672-9 ORIGINAL ARTICLE Perspectives on numeracy: relections from international assessments Dave Tout · Iddo Gal Accepted: 14 January 2015 / Published online: 13 February 2015 © FIZ Karlsruhe 2015 Abstract This paper examines perspectives regard- school-based mathematical knowledge and skills in real ing the mathematical skills expected of adults and school world contexts. graduates, comparing ideas developed as part of two major In this paper, we examine and contrast perspectives multinational comparative assessments of skills: the Pro- regarding the mathematical skills that are expected of gramme for International Student Assessment and the Pro- school graduates and adults, with a focus on ideas devel- gramme for International Assessment of Adult Competen- oped as part of two major international comparative assess- cies (also known as the OECD Survey of Adult Skills). ments of competencies or skills. One is the Programme The paper relects on the conceptual and assessment frame- for International Student Assessment (PISA) which is works developed for these two programmes, aiming to focused on competencies, including mathematical literacy, shed light on the commonalities and differences between of 15-year-old students in close to 70 countries. The other the constructs of numeracy and mathematical literacy and is the Programme for International Assessment of Adult to inform current debate about directions for developing Competencies (PIAAC, or OECD Survey of Adult Skills), mathematical skills in the 21st Century.