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mathematics. The
values and beliefs about learning and
open-mindedness modules of the
background questionnaires can explore student’s experience of the role of computational thinking
in doing mathematics.
167. The PISA 2021 mathematical literacy framework draws attention to the different ways in which
technology is both changing the world in which we live and changing what it means to engage in
mathematics. Key questions for the background questionnaires include developing a deep
understanding of first, how stu
dents’ experiences of mathematics and doing mathematics are
changing (if at all) and second, how classroom pedagogy is evolving due to the impact that
technology is having on how students engages with mathematics and mathematical artefacts and
on what it means to do mathematics. In the case of students, it is of interest to
better understand
how technology is impacting student performance which could be explored in the
task performance
module of the questionnaire framework. The pedagogical issues could be explored in both the
learning time and curriculum and
teaching practices modules.
168. The focus on computational thinking and the role of technology in both doing and teaching
mathematics has implications for the background questionnaires which should provide measures
to better understand students’ opportunities to learn in this regard. In particular the questionnaires
should establish the frequency with
which students, for example:
Design or work with computer simulations and or computer models;
Code or program both inside the mathematics classroom and outside it; and
Are exposed to Computer Mathematics Systems (CSM) (including dynamic geometry
software; spreadsheets; programming software (e.g. Logo and Scratch); graphing
calculators; games etc.).
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