Literacy in mathematics at PISA: what know and can do the students?
In this article, we present the results of a research that sought to understand the results in mathematics ofBrazilian students, based on the PISA data. The research conducted involving different stages: exploratoryanalysis of PISA 2012 microdata, analysis of the content of public items of Mathemati...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8650093 |
| Acesso em linha: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650093 |
| Access Level: | acceso abierto |
| Palavra-chave: | PISA Letramento matemático Itens públicos Mathematical literacy Public items |
| Resumo: | In this article, we present the results of a research that sought to understand the results in mathematics ofBrazilian students, based on the PISA data. The research conducted involving different stages: exploratoryanalysis of PISA 2012 microdata, analysis of the content of public items of Mathematics used in the 2012assessment and application of these items to a group of 15-year-old students enrolled in the first year of highschool in two public schools. The results evidenced the existence of a significant percentage of Brazilianstudents located at the lower levels of the global scale and of the mathematical literacy subscales, which is aserious situation for about half of our students. The contents of the 56 public items of mathematics analyzed and classified in relation to the specificity of the theme, the context and the requirement requested in its solution.When applying these items to the group of high school students, we identified that the greatest difficultiesreferred to items that involved calculation of area measure, rectangle triangle and Pythagorean Theorem. |
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