Interpreting mathematics performance in PISA: Taking account of reading performance

被引：21

作者：

Ding, Huiming ^{[1
]}

Homer, Matt ^{[1
]}

机构：

[1] Univ Leeds, Sch Educ, Hillary Pl 1-20-1-21, Leeds LS2 9JT, W Yorkshire, England

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2020年 / 102卷

关键词：

PISA; Score interpretation; Mathematics; Reading; Reading subareas; Word problems; STUDENT PERFORMANCE; SOCIOECONOMIC-STATUS; ACHIEVEMENT; EDUCATION; SCHOOL; MATH; CONSEQUENCES; RECEPTION; DISCOURSE; POLICY;

D O I：

10.1016/j.ijer.2020.101566

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the importance of reading performance in explaining mathematics performance in the Programme for International Student Assessment (PISA), and analyses how the relationship is present for different reading subareas. Data of Fangshan District of Beijing in PISA 2009 China Trial were used. Multilevel modelling analyses reveal that (1) reading performance can explain a considerable proportion of the variance in mathematics performance, and moderates the gender gap favouring males in mathematics performance; (2) specific reading subareas significantly associated with mathematics performance. These findings suggest that taking into consideration students' performance in reading, especially some specific reading subareas, is important when interpreting mathematics performance. Implications for formulating policy based on PISA outcomes are made.

引用

页数：13

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