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PISA, the OECD's international program of assessment of reading, scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students' attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment. Abstrak PISA, adalah program internasional OECD untuk mengevaluasi kemampuan membaca, sains dan matematika (lihat www.oecd.org/pisa), bertujuan untuk mengetahui kemampuan anak usia 15 tahun dalam menggunakan kemampuan dan keahlian yang telah mereka pelajari di sekolah dalam menjalani kehidupan mereka seharihari di zaman global yang penuh tantangan. Program ini juga menggunakan angket untuk mendapatkan informasi terkait sikap siswa untuk belajar serta kondisi sekolah. Sejak tahun 2000, telah mengases kemampuan matematika siswa usia 15 tahun dari berbagai negara di dunia. Paper ini menjelaskan bagaimana soal PISA dibuat, mendiskusikan literasi matematika dan melaporkan hasil PISA untuk beberapa negara tertentu, hasil analisisnya untuk memberikan pemahaman mendalam yang telah dihasilkan dari program internasional ini. Hasil siswa Indonesia dibandingkan dengan rata-rata negara OECD serta beberapa negara yang dipilih, terkait pemahaman secara umum, kebersamaan dan lingkungan kelas.

10The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years 11 students that monitors five affective variables relevant to learning mathematics with technology. The sub-12 scales measure mathematics confidence, confidence with technology, attitude to learning mathematics with 13 technology and two aspects of engagement in learning mathematics. The paper presents a model of how 14 technology use can enhance mathematics achievement, a review of other instruments and a psychometric 15 analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the 16 power of the MTAS to provide useful insights for teachers and researchers. ÔAttitude to learning mathemat-17 ics with technologyÕ had a wider range of scores than other variables studied. For boys, this attitude is cor-18 related only with confidence in using technology, but for girls the only relationship found was a negative 19 correlation with mathematics confidence. These differences need to be taken into account when planning 20 instruction. 21

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This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is software for purposes such as calculating, drawing graphs and making accurate diagrams. However, its availability in classrooms also provides opportunities for positive changes to teaching and learning. Very many examples are documented in the professional and research literature, and in this paper we organize them into 10 types. These are displayed in the form of a 'pedagogical map', which further classifies them according to whether the opportunity arises from new opportunities for the mathematical tasks used, change to interpersonal aspects of the classroom or change to the point of view on mathematics as a subject. The map can be used in teacher professional development to draw attention to possibilities for lessons or as a catalyst for professional discussion. For research on teaching, it can be used to map current practice, or to track professional growth. The intention of the map is to summarise the potential benefits of teaching with technology in a form that may be useful for both teachers and researchers.