Do students in Japan learn how to use mathematics in real-life situations? An analysis of items in the 2003 Programme for International Student Assessment (PISA 2003)

Yumi Suzukawa*, Hideki Toyoda, Ikko Kawahashi

*この研究の対応する著者

研究成果: Article査読

抄録

It has been said that Japanese students lack the ability to apply their knowledge and skills to real-life situations. The Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Cooperation and Development (OECD), is a test that measures that ability. However, using the test's results to make cross-country comparisons of students' "skills for life" is not possible because of differences among countries in educational level. The purpose of the present study was to examine differences in item difficulty across countries, using multiple group item response theory (IRT), in order to detect any differential item functioning (DIF) in "mathematical literacy." Participants were 99,175 examinees in 13 countries and areas (Australia, Canada, Finland, France, Germany, Hong Kong, Ireland, Italy, Japan, Korea, Netherlands, New Zealand, and the United States) who took the Programme for International Student Assessment in 2003 (PISA 2003). Analysis revealed that Japan has a most unusual pattern of item difficulties. Especially, the Japanese participants were not good at solving questions in real-life situation.

本文言語English
ページ(範囲)206-217
ページ数12
ジャーナルJapanese Journal of Educational Psychology
56
2
DOI
出版ステータスPublished - 2008 6

ASJC Scopus subject areas

  • 教育
  • 発達心理学および教育心理学

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