202
141. Investigations show that the mathematical demands of work increasingly occur in the
presence of electronic technology so that mathematical literacy and computer use are melded
together (Hoyles et al., 2002
[31]
). For employees at all levels of the workplace, there is now an
interdependency between mathematical literacy and the use of computer technology. A key
challenge is to distinguish the mathematical demands of a PISA computer-based item from
demands unrelated to mathematical competence, such as the information and communications
technology (ICT) demands of the item, and the presentation format. Solving
PISA items on a
computer rather than on paper moves PISA into the reality and the demands of the 21st Century.
142. Questions that seem well suited to the CBAM and the evolving nature of mathematical literacy
include:
Simulation in which a mathematical model has been established and students can change
the variable values to explore the impact of the variables to create “an optimal solution”.
Fitting a curve (by selecting a curve from a limited set of curves provided) to a data set or a
geometric image to determine the “best fit” and using the resulting best fit curve to
determine the answer to a question about the situation.
Budgeting situations (e.g. online store) in which the student must select combinations of
products to meet achieve a range of objectives within a given budget.
Purchase simulation in which the student selects from different loan and associates
repayment options to purchase an item using a loan and meeting a budget. The challenge
in the problem is to understand how the variables interact.
Problems that include visual coding to achieve a given sequence of actions.
143. Notwithstanding the opportunities that the CBAM presents (described above), it is important
that the CBAM remains focussed on assessing mathematical literacy and does
not shift to
assessing ICT skills. Similarly it is important that the simulations and other questions hinted at
above do not become so “noisy” that the mathematical reasoning and problem solving processes
are lost.
144. The CBAM must also retain some of the paper version features for example the ability to
revisit items already attempted
– although in the context of adaptive testing this will of necessity be
limited to the unit on which the student is working.
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