Download Mathematics Literacy Grade 10

Mathematical performance, for PISA, measures the mathematical literacy of a 15 year-old to formulate, employ and interpret mathematics in a variety of contexts to describe, predict and explain phenomena, recognising the role that mathematics plays in the world. The mean score is the measure. A mathematically literate student recognises the role that mathematics plays in the world in order to make well-founded judgments and decisions needed by constructive, engaged and reflective citizens.

The latest results of an international exam given to teenagers ranked the USA ninth in reading and 31st in math literacy out of 79 countries and economies. America has a smaller-than-average share of top-performing math students, and scores have essentially been flat for two decades.

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Classes here often focus on formulas and procedures rather than teaching students to think creatively about solving complex problems involving all sorts of mathematics, experts said. That makes it harder for students to compete globally, be it on an international exam or in colleges and careers that value sophisticated thinking and data science.

Other countries act more quickly on that idea. Estonia students ranked first among European countries in mathematics, as well as reading and science, on the 2018 Programme for International Student Assessment. Many factors may have helped: The country offers high-quality early childhood education to all kids, class sizes are small, and there's little high-stakes testing, leaving more time for instruction.

Over the years, some schools have sought to raise math achievement by pushing algebra down to eighth grade. High-flying students may adapt and have room to take more advanced high school classes. Hastening the curriculum can widen the gulf in achievement between lower-performing students, including those who are economically disadvantaged and racial minorities.

In high school, all students take ninth grade algebra and 10th grade geometry. After that, students can choose their path: Some may pick algebra II, others may choose a course combining algebra II and pre-calculus. Some may accelerate to AP statistics.

"Math phobia is real. Math anxiety is real," said DeAnn Huinker, a professor of mathematics education at the University of Wisconsin-Milwaukee who teaches future elementary and middle school teachers.

They recruited fifth grade teachers from a county in central California to take and discuss the course. Within a year, the participating teachers' students posted significantly higher state math scores compared with previous years. The jumps were particularly significant for girls and low-income students, Boaler said.

At Sweetwater High School in Chula Vista, California, math teacher Melody Morris teaches a new 12th grade course that explores topics such as two-player games, graph theory, sequences and series and cryptography. The course, called Discrete Math, was developed through a partnership with San Diego State University.

This design research type development study aims at producing a set of PISA-like mathematics task which is valid and practical as well as has the potential effects. Then, activation of fundamental mathematical capabilities underlying mathematical process related to the mathematical literacy as the main potential effect of the developed PISA-like tasks would be the focus on this paper. The subject of this study were 28 seven graders of SMP Negeri 1 Palembang involved in field test. Data collecting techniques used were students' test result and interviews. Overall findings indicate that 10 items of PISA-like mathematics task developed potentially promote students' mathematical literacy within three mathematical processes. The result also shows that the highest percentage of students' achievement was on the interpreting tasks (52.55%). While achievement for employ and formulate tasks were 40.74% and 39.63% respectively.

Gatabi, A.R, Stacey, K. & Gooya, Z. (2012). Investigating grade nine textbook problems for characteristics related to mathematical literacy. Mathematics Education Research Journal, 403-421. DOI: 10.1007/s13394-012-0052-5

Turner, R.& Adams, R.J. (2012). Some drivers of test item difficulty in mathematics:ananalysis of the competensy rubruc. Paper presented at the Annual Meeting of the American Educational Association (AERA), 13-17 April 2012, vancouver.

NOTE: Education systems are ordered by 2018 percentages of 15-year-olds in levels 5 and above. Descriptions of the skills and knowledge of students at each mathematics proficiency level are available at To reach a particular proficiency level, a student must correctly answer a majority of items at that level. Students were classified into mathematics proficiency levels according to their scores. Exact cut scores are as follows: Below Level 2 (a score less than 420.07); At or Above Level 5 is a score equal to or greater than 606.99. Scores are reported on a scale from 0 to 1,000. Italics indicate non-OECD countries and education systems. Education systems are marked as OECD countries if they were OECD members in 2018. The OECD average is the average of the national percentages of the OECD member countries, with each country weighted equally. Although Vietnam participated in PISA 2018, technical problems with its data prevent results from being discussed in this indicator.

Assessments, in particular high stakes assessments, impact the nature of teaching and learning. Given this, the goal of citizenship if seen as important needs to feature within high stakes school exit assessments rather than only as part of curriculum and assessment policy rhetoric. South Africa's Mathematical Literacy (ML) curriculum foregrounds critical democratic citizenship. We analyse the ML Grade 12 exit assessments from their start in 2008 to 2020 to understand the emphasis placed on critical citizenship and how this emphasis has shifted over time. The literature base links critical citizenship orientations with reasoning and reflecting questions, so we focused on examination questions in this category. Our findings show shifts away from critical citizenship related agendas towards foregrounding a life preparation orientation for the self-managing person. Linked with this shift, we note a move away from general societal contexts towards more personal/individual contexts and moves from almost entirely national contexts to inclusion of global contexts. We noted movement from more open-phrased questions towards closed 'check figure calculated is valid'-type questions. Assessment memoranda suggest assessors view these questions as reasoning items, eroding the critical citizenship agenda. While increasing numbers of students are taking ML rather than Mathematics, average performance stands at around 40%. This points to limited and diminishing access to mathematical reasoning and reflecting for critical democratic citizenship. The paper highlights ways in which analysis of examinations over time can provide a window into the presence or absence of the citizenship agenda in mathematics education.

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One of the biggest cross-national tests is the Programme for International Student Assessment (PISA), which every three years measures reading ability, math and science literacy and other key skills among 15-year-olds in dozens of developed and developing countries. The most recent PISA results, from 2015, placed the U.S. an unimpressive 38th out of 71 countries in math and 24th in science. Among the 35 members of the Organization for Economic Cooperation and Development, which sponsors the PISA initiative, the U.S. ranked 30th in math and 19th in science.

Younger American students fare somewhat better on a similar cross-national assessment, the Trends in International Mathematics and Science Study. That study, known as TIMSS, has tested students in grades four and eight every four years since 1995. In the most recent tests, from 2015, 10 countries (out of 48 total) had statistically higher average fourth-grade math scores than the U.S., while seven countries had higher average science scores. In the eighth-grade tests, seven out of 37 countries had statistically higher average math scores than the U.S., and seven had higher science scores.

Another long-running testing effort is the National Assessment of Educational Progress, a project of the federal Education Department. In the most recent NAEP results, from 2015, average math scores for fourth- and eighth-graders fell for the first time since 1990. A team from Rutgers University is analyzing the NAEP data to try to identify the reasons for the drop in math scores.

The average fourth-grade NAEP math score in 2015 was 240 (on a scale of 0 to 500), the same level as in 2009 and down from 242 in 2013. The average eighth-grade score was 282 in 2015, compared with 285 in 2013; that score was the lowest since 2007. (The NAEP has only tested 12th-graders in math four times since 2005; their 2015 average score of 152 on a 0-to-300 scale was one point lower than in 2013 and 2009.)

When fifth-grade math teacher Kathleen Palmieri discovered that only about 40 percent of her students could accurately define key math vocabulary (of various levels of complexity), she realized she needed to make learning math terms a regular part of her instruction, Palmieri writes in an article for MiddleWeb.

This large body of research investigating predictors and outcomes of ML has generated partly contradictory results. Among others, prior achievement, migration, and social background (Kiemer et al. 2017), socioeconomic status (Caro and Lehmann 2009), self-efficacy, self-concept, interest, and learning goals (Kriegbaum et al. 2015) were identified as relevant predictors of ML. For the relationship between ML and achievement in other domains, such as reading, studies using longitudinal data found covariation effects in Grades 1 to 7 (Korpip et al. 2017) and predictive effects of third-grade reading comprehension on ML throughout early primary school when controlling for prior achievement (Grimm 2008). ff782bc1db