Математическая грамотность. Минск: рикз, 2020. 252 с
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2-ex pisa
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- Occupational
| Contexts
112. An important aspect of mathematical literacy is that mathematics is used to solve a problem set in a context. The context is the aspect of an individual’s world in which the problems are placed. The choice of appropriate mathematical strategies and representations is often dependent on the context in which a problem arises, and by implication there is the need to utilise knowledge of the real world context in developing the model. Being able to work within a context is widely appreciated to place additional demands on the problem solver (see Watson and Callingham, (2003 [29] ), for findings about statistics). For PISA, it is important that a wide variety of contexts are used. This offers the possibility of connecting with the broadest possible range of individual interests and with the range of situations in which individuals operate in the 21st century. 113. In light of the number of countries participating in PISA 2021 and with that an increasing range of participants from low- and middle-income countries as well as the possibility of out-of- school 15-year-olds, it is important that item developers take great care to ensure that the contexts used for items are accessible to a very broad range of participants. In this regard it is also important that the reading load of the items remains modest so that the items continue to assess mathematical literacy. 114. For purposes of the PISA 2021 mathematics framework, the four context categories of the PISA 2012 framework have been retained and are used to inform assessment item development. It should be noted that while these contexts are intended to inform item development, there is no expectation that there will be reporting against these contexts. 115. Personal – Problems classified in the personal context category focus on activities of one’s self, one’s family or one’s peer group. The kinds of contexts that may be considered personal include (but are not limited to) those involving food preparation, shopping, games, personal health, personal transportation, recreation, sports, travel, personal scheduling and personal finance. 116. Occupational – Problems classified in the occupational context category are centred on the world of work. Items categorised as occupational may involve (but are not limited to) such things as measuring, costing and ordering materials for building, payroll/accounting, quality control, scheduling/inventory, design/architecture and job-related decision making either with or without appropriate technology. Occupational contexts may relate to any level of the workforce, from unskilled work to the highest levels of professional work, although items in the PISA survey must be accessible to 15-year-old students. 117. Societal – Problems classified in the societal context category focus on one’s community (whether local, national or global). They may involve (but are not limited to) such things as voting systems, public transport, government, public policies, demographics, advertising, health, entertainment, national statistics and economics. Although individuals are involved in all of these things in a personal way, in the societal context category, the focus of problems is on the community perspective. 118. Scientific – Problems classified in the scientific category relate to the application of mathematics to the natural world and issues and topics related to science and technology. Particular contexts might include (but are not limited to) such areas as weather or climate, ecology, medicine, space science, genetics, measurement and the world of mathematics itself. Items that are intra-mathematical, where all the elements involved belong in the world of mathematics, fall within the scientific context. 194 119. PISA assessment items are arranged in units that share stimulus material. It is therefore usually the case that all items in the same unit belong to the same context category. Exceptions do arise; for example, stimulus material may be examined from a personal point of view in one item and a societal point of view in another. When an item involves only mathematical constructs without reference to the contextual elements of the unit within which it is located, it is allocated to the context category of the unit. In the unusual case of a unit involving only mathematical constructs and being without reference to any context outside of mathematics, the unit is assigned to the scientific context category. 120. Using these context categories provides the basis for selecting a mix of item contexts and ensures that the assessment reflects a broad range of uses of mathematics, ranging from everyday personal uses to the scientific demands of global problems. Moreover, it is important that each context category be populated with assessment items having a broad range of item difficulties. Given that the major purpose of these context categories is to challenge students in a broad range of problem contexts, each category should contribute substantially to the measurement of mathematical literacy. It should not be the case that the difficulty level of assessment items representing one context category is systematically higher or lower than the difficulty level of assessment items in another category. 121. In identifying contexts that may be relevant, it is critical to keep in mind that a purpose of the assessment is to gauge the use of mathematical content knowledge and skills that students have acquired by age 15. Contexts for assessment items, therefore, are selected in light of relevance to students’ interests and lives and the demands that will be placed upon them as they enter society as constructive, engaged and reflective citizens. National Project Managers from countries participating in the PISA survey are involved in judging the degree of such relevance. жүктеу/скачать 7,1 Mb. Достарыңызбен бөлісу:
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