Grundlagen der Ergänzung des internationalen PISA-Mathematik-Tests in der deutschen Zusatzerhebung

Comparing adult mathematical literacy with PISA students: results of a pilot study

“…The guideline for the development of the national mathematics tests was the systematic consideration of the four content domains: arithmetic, algebra, geometry and stochastic, as well as three types of mathematical tasks: technical skills, calculative modelling, and conceptual modelling (Klieme et al, 2001;Neubrand et al, 2001;Neubrand et al, 2002). The additional German mathematics test in PISA 2000 consisted of 117 items.…”

Eine alternative Modellierung von Geschlechtsunterschieden in Mathematik

“…BM). Dazu kam die Klasse der technischen Aufgaben (TA), die nur den Abruf von Fertigkeiten oder Faktenwissen erfordern (Neubrand 2003;Neubrand et al 2001). Für unsere Analysen wurden die erzielten Punkte bei diesen (bei der Zuordnung disjunkten und exhaustiven) Aufgabenklassen zu insgesamt drei Skalenscores für TF, RM und BM (s. Abb.…”

Werner Blum’s contribution to PISA mathematics

“…At that time, Werner and his colleagues on the German PISA Consortium provided a number of significant resources to assist the MEG in its work and to add to that work the benefits of the work taking place around that time in Germany. Schupp (1988), Blum (1996), and the German PISA Framework extension (Neubrand et al, 2001) all came to the MEG from Werner. Werner's contribution to the deep consideration of weighty matters that have been on the MEG agenda since 2000 has been consistent and very highly valued.…”