Mathematics Teaching and Learning Strategies in PISA uses data from the PISA 2003 assessment to examine the relationships between teaching strategies, student learning strategies and mathematics achievement. The report aims to identify instructional practices and learning strategies that contribute to increased achievement in mathematics and general knowledge. It then explains how these strategies may be related to different countries school system structures. This report offers policy insights and stimulates new research to complement and further develop the recent OECD Teaching and Learning International Survey (TALIS) and the upcoming PISA 2012 assessment, which will again focus on mathematics. In addition, this report may be of interest to teachers, educators and officials within national and local educational authorities responsible for the professional development of teachers or for programme development, as well as members of school boards and parent advisory bodies.
Author(s): OECD
Year: 2010
Language: English
Pages: 176
Foreword......Page 5
Table of Contents......Page 7
Main messages......Page 11
Overview of the report’s approach......Page 12
Organisation of this report......Page 13
References......Page 14
Abbreviations used in this report......Page 15
Further documentation......Page 16
Overview and Rationale for the Study......Page 17
Overview of PISA......Page 18
Background of this report......Page 19
Definition and relevance of teaching and learning strategies......Page 22
Early research on teaching and learning strategies......Page 24
The Carroll model as a theoretical framework......Page 26
Key teaching and learning variables......Page 28
Control variables......Page 29
Overview of the analytical approach......Page 30
References......Page 31
Features of Teaching and Learning......Page 33
Factors describing teaching and learning......Page 34
Allocation and use of time......Page 36
Student learning strategies and preferences......Page 42
Teaching strategies and climate......Page 53
Student perceptions of the learning environment: overview......Page 60
Summary: a profile of mathematics teaching and learning......Page 66
References......Page 69
Are Students’ Perceptions of their Mathematics Teaching and Learning Related to Mathematics Performance?......Page 71
Introduction......Page 72
Reporting the results......Page 73
How much performance variation is due to school differences and how do a range of factors contribute to this variation?......Page 75
The measured effects of antecedents to learning included in the analytical model......Page 78
The measured effects of teaching and learning in the analytical model......Page 95
Teaching strategies......Page 130
Highlights of the analytical results......Page 115
References......Page 120
Summary and Implications for Further Research......Page 121
Introduction......Page 122
Background factors that provide the context for teaching and learning......Page 123
Student learning strategies......Page 126
What does the evidence say?......Page 132
References......Page 139
Conclusions and Implications for Policy and Practice......Page 141
Overview......Page 142
Overarching issues......Page 143
Student learning strategies......Page 145
Teaching strategies......Page 146
Conclusion......Page 147
ANNEX A. Descriptive Statistics......Page 149
ANNEX B. Correlations......Page 163
ANNEX C. Bivariate and Multilevel Models......Page 167
