Dissertation/Thesis Abstract

PISA functional literacy as represented in Taiwanese mathematics textbooks
by Lee, Suiv, Ed.D., Teachers College, Columbia University, 2013, 148; 3555238
Abstract (Summary)

PISA is a large international educational assessment activity coordinated by the Organization for Economic Co-operation and Development (OECD). PISA's "Functional Literacy" emphasizes the theoretical concept of mathematics as a human activity. From this pedagogical point of view, PISA's "mathematization cycle" serves as an infrastructure for a crucial feature in its designed. "Functional Literacy" stresses that the significance of mathematics education should reflect applied, authentic, and heuristic characteristics surrounded by an individual's daily life in society. In addition, PISA's assessments aim to measure students' mathematics competency level in a comprehensive way – interpreted as cognitive demands. PISA utilizes three competence clusters—reproduction, connections, and reflections—as well as six levels of the literacy scale to assess cognitive loads.

Taiwan is a continually developing democratic country. Taiwanese students have performed at an advanced level in both PISA and TIMSS international assessments. Taiwan's mathematics textbooks determine the thinking and direction of their students' education. Could these high achievement Taiwanese students demonstrate be due to the fact that Taiwan's textbooks are compatible with PISA's theoretical principles?

This study aimed to demonstrate "Functional Literacy" as presented in Taiwanese mathematics textbooks, and is focused on the content and design of Taiwanese mathematics textbook problems for secondary school. The main research explored the designed mathematization cycle used in the textbook problems and measured the level of cognitive loads required in the students' solutions in accordance with PISA's description. The results of this study revealed that selected instructional cycles in Taiwanese mathematics textbooks do demonstrate an ultimate correspondence PISA's principals with appropriate cognitive loads.

The findings illustrated how PISA's theoretical concept could be implemented to develop future mathematics textbooks. Consequently, utilizing PISA's method may create a new constructive trend in designing curricula in mathematics education.

Indexing (document details)
Advisor: Vogeli, Bruce, Smith, Philip
Commitee: Varenne, Herve, Walker, Erica
School: Teachers College, Columbia University
Department: Mathematics, Science and Technology
School Location: United States -- New York
Source: DAI-A 74/07(E), Dissertation Abstracts International
Subjects: Mathematics education
Keywords: China, Cognitive, Functional, Literacy, Mathematics, Programme for International Student Assessment (PISA), Taiwan, Textbook
Publication Number: 3555238
ISBN: 978-1-267-96720-6
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