Математическая грамотность. Минск: рикз, 2020. 252 с
Contexts for the assessment items and selected 21st century skills
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2-ex pisa
| Contexts for the assessment items and selected 21st century skills
110. The definition of mathematical literacy introduces two important considerations for the PISA assessment items. First, the definition makes it clear that mathematical literacy takes place in real- world contexts. Second, mathematical literacy assists individuals to know the role that mathematics plays in the world and to make the well-founded judgments and decisions needed by constructive, engaged and reflective 21st century citizens. In this section we discuss how both real-world contexts and 21st century skills impact on item development. 111. The real-world context nature of mathematical literacy is not unproblematic for PISA. Real- world contexts involve information and that information is communicated using text. The quantitative and statistical information that flows in the world and reaches citizens is communicated through printed or spoken text, e.g. media articles, press releases, blogs, social networks, advertisements etc. This printed and spoken text is used to present messages or arguments that may or may not involve numbers and/or graphs. Text is the main tool for communicating context, and it follows that text comprehension is a fundamental and pre-requisite skill for success in mathematical literacy. The challenge this creates for PISA and item development is not insignificant. On the one hand the assessment must present socially meaningful quantitative 193 messages using rich text, on the other hand the comparative nature of the assessment, the many languages it is translated into and the wide range of text comprehension levels among participating 15-year-olds places limits on the richness of the text that can realistically be used. This challenge is discussed further in the section on item development. жүктеу/скачать 7,1 Mb. Достарыңызбен бөлісу:
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