PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education

Cantley, Ian

doi:10.1080/00131857.2018.1523005

Cited by 18 publications

(15 citation statements)

References 38 publications

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“…International assessment exams such as PISA and TIMSS behave as a significant political element that force countries to introduce educational reforms by determining their shortcomings and revealing the positions of nations compared to others (Cantley, 2019;Gürlen, Demirkaya & Doğan, 2019;TEDMEM, 2017). Hence, PISA results deeply affect the education system and education policies of many countries (Breakspear, 2012(Breakspear, , 2014Cantley, 2019;Grek, 2009). However, according to Cantley (2019), it should be known that PISA results might lead to wrong political decisions in mathematics education, since there has been a debate whether the items used can measure various abilities.…”

Section: Effects Of International Exams On the Education Systemmentioning

confidence: 99%

“…Hence, PISA results deeply affect the education system and education policies of many countries (Breakspear, 2012(Breakspear, , 2014Cantley, 2019;Grek, 2009). However, according to Cantley (2019), it should be known that PISA results might lead to wrong political decisions in mathematics education, since there has been a debate whether the items used can measure various abilities. PISA demonstrates the quality of education system by comparing OECD countries in areas such as science and mathematics literacy and reading skills.…”

Section: Effects Of International Exams On the Education Systemmentioning

confidence: 99%

“…PISA ve TIMSS gibi uluslararası değerlendirme sınavları ülkelerin diğer ülkelere göre durumunu ve eksikliklerini belirleyerek reform yapmaya zorlama açısından önemli bir politik unsur oluşturmaktadır (Cantley, 2019;Gürlen, Demirkaya ve Doğan, 2019;TEDMEM, 2017). Nitekim PISA sonuçları birçok ülkenin eğitim sistemini ve eğitim politikalarını derinden etkilemektedir (Breakspear, 2012(Breakspear, , 2014Cantley, 2019;Grek, 2009). Fakat Cantley"e (2019) göre, kullanılan sorular ile birçok becerinin ölçülebilirliği tartışma konusu olduğundan, PISA sonuçlarının matematik eğitimine yönelik yanlış politik kararlar alınmasına sebebiyet verebileceği de bilinmelidir.…”

Section: Uluslararası Sınavların Eğitim Sistemi üZerine Etkileriunclassified

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Skill-based Mathematics Questions: What Do Middle School Mathematics Teachers Think about and How Do They Implement Them?

Kertil¹

2021

TURCOMAT

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This study aims to investigate middle school mathematics teachersâ€™ opinions about PISA-like skill-based mathematics questions, ways of implementing these questions during their in-class practices, and needs for a professional support. Adopting a mixed-method approach, at first, we collected the qualitative data through semi-structured interviews with 10 middle school mathematics teachers. Later, a questionnaire was developed depending on the qualitative data, and by using a survey method we collected the quantitative data from 217 middle school mathematics teachers working in Istanbul. The qualitative and quantitative data show that teachers have positive ideas about the nature of the skill-based mathematics questions. The frequency of using these questions in mathematics classes increases by the eighth grade and teachers generally use these questions once a week. Teachersâ€™ ways of implementing these questions in mathematics classes appears generally as giving homework and checking, classroom discussion, and privately solving the questions coming from students. Although teachersâ€™ ways of implementing these questions have some differentiations according to school types, but this differentiation is not statistically significant. Most of the teachers use the questions released by Ministry of National Education (MoNE) monthly and they evaluate the quality of these questions as suitable. Teachers evaluate the mathematics textbooks served out by MoNE as insufficient in terms of the quantity of involving these questions. In addition, some criticism appeared about the quality of the questions involved in the supplementary resources released by private publishers. The study also revealed that most of the teachers need a professional development course about the skill-based questions such as writing quality questions and developing their problem solving skills. The usage of PISA-like, skill-based questions in high-stakes testing (e.g., high school entrance examination) have been affecting teachersâ€™ in-class practices, yet it is difficult to say that this effect is on the true way.

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Section: Effects Of International Exams On the Education Systemmentioning

confidence: 99%

Section: Effects Of International Exams On the Education Systemmentioning

confidence: 99%

Section: Uluslararası Sınavların Eğitim Sistemi üZerine Etkileriunclassified

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Skill-based Mathematics Questions: What Do Middle School Mathematics Teachers Think about and How Do They Implement Them?

Kertil¹

2021

TURCOMAT

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“…The Organisation for Economic Co-operation and Development (OECD) has inaugurated the Programme for International Student Assessment (PISA) in 2000, in order to assess the mathematical skills of 15-year-old students around the world (Cantley, 2019). Different to another large-scale assessment, the Trends in International Mathematics and Science Study (TIMSS) in which students are assessed by a curriculum approach, PISA focus on students' problem-solving skills (Labaree, 2014).…”

Section: Pisa: Large-scale Studies Of Mathematics Educationmentioning

confidence: 99%

What Might Policy Borrowing Contribute to Policy and Practice in Mathematics Education?

Sun¹

2020

erd

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This article elaborates the meaning of policy borrowing and Phillips’ theoretical framework of policy borrowing. Then, it provides a background of various practices of policy borrowing in education and mathematics education specifically. Thirdly, the article argues two contributions of policy borrowing to policy in mathematics education and envision mathematics education policies in future. Finally, it takes China’s mathematics curriculum reform as a case to analyse two contribution of policy borrowing to practice in mathematics education and conclude by envisioning the future mathematics education practice.

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“…. education provision' (Cantley, 2019(Cantley, , p. 1202. In other words, when looking towards these reference societies, too many policy borrowers ignore those historical, cultural, societal, and political traditions that are unlikely to be replicable elsewhere (Andrews, 2016;Chung, 2010).…”

Section: Textbook Borrowingmentioning

confidence: 99%

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

Sayers

Petersson

Rosenqvist

et al. 2019

International Journal of Mathematical Education in Science and

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In this paper we present statistical analyses of three textbooks used by Swedish teachers to support year one children's learning of mathematics. One, Eldorado, is authored by Swedish teachers, another, Favorit, is a Swedish adaptation of a popular Finnish series and the third, Singma, is a Swedish adaptation of a Singapore series. Data were coded against the eight categories of foundational number sense, which are the number-related competences literature has shown to be essential for the later mathematical success of year one learners. Two analyses were undertaken; the first was a frequency analysis of the tasks coded for a particular category, the second was a time-series analysis highlighting the temporal location of such opportunities. The frequency analyses identified statistically significant differences with respect to children's opportunities to acquire foundational number sense. Additionally, the time series showed substantial differences in the ways in which such tasks were located in the structure of the textbooks. Such differences, we argue, offer substantial didactical challenges to teachers trying to adapt their practices to the expectations of such imports.

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PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education

Cited by 18 publications

References 38 publications

Skill-based Mathematics Questions: What Do Middle School Mathematics Teachers Think about and How Do They Implement Them?

Skill-based Mathematics Questions: What Do Middle School Mathematics Teachers Think about and How Do They Implement Them?

What Might Policy Borrowing Contribute to Policy and Practice in Mathematics Education?

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

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