Lecciones de PISA 2012 sobre competencia matemática: un ensayo ilustrado

• Turner, Ross ^[1]
  1. [1] Australian Council for Educational Research
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 10, Nº. 2, 2016, págs. 77-94
• Idioma: español
• DOI: 10.30827/pna.v10i2.6090
• Títulos paralelos:
  • Lessons from PISA 2012 about mathematical literacy: an illustrated essay
• Enlaces
  • Texto completo (pdf)
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• Resumen
  • español

    Las Matemáticas son fundamentales en los currículos escolares de todo el mundo, pero los resultados no son los mejores. Esto es cierto tanto en relación con las actitudes expresadas hacia las matemáticas, como en relación con los resultados observados en la evaluación, mostrando cómo los individuos tienen una preparación pobre para utilizar las matemáticas en un mundo donde la habilidad para usarlas tiene una creciente importancia. Por qué? Este ensayo usa algunos resultados de PISA 2012 matemáticas para buscar explicaciones y posibles formas de abordarlos. El principal mensaje es que los resultados negativos en matemáticas escolares se producen por una variedad de razones, y pueden revertirse a través de acciones delibradas y coordinadas.

  • English

    Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some math-ematics outcomes from the Programme for International Student Assessment (PISA) 2012 to seek explanations and possible ways forward. The main mes-sage is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action.

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