1996-3777 (online)
1990-8539 (print)
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A series of reports on the OECD’s Programme for International Student Assessment’s (PISA) periodic testing program on student performance. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.

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Mathematics Teaching and Learning Strategies in PISA

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23 Sep 2010
9789264039520 (PDF) ;9789264039513(print)

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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.

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  • Foreword
    This thematic report explores results of the 2003 cycle of the Programme for International Student Assessment (PISA) in order to identify teaching and learning strategies that contribute to increased achievement, particularly in mathematics. The analysis helps to clarify an understanding of the following: (i) the differences between teaching and learning practices across countries that can allow countries to benchmark practices; (ii) the extent to which teaching and learning practices vary among schools in each country; and (iii) the extent to which individual aspects of teaching and learning strategies are associated with better performance in mathematics.
  • Executive Summary
    Teaching and learning strategies are an important area of educational policy and practice. An international perspective on these issues informs students, parents, teachers, policy makers and other stakeholders about the most common patterns in their system, how these compare to other countries, and how these practices vary across schools within these systems. When examining these issues, it is important to inform students, parents, teachers, policy makers and other stakeholders about the most common patterns in their systems and how teaching and learning practices vary from school to school within these systems.
  • Reader's Guide
  • Overview and Rationale for the Study
    This chapter provides an overview and rationale for this report, situating the study in the context of PISA research endeavours for both the past and the future. It describes early research on teaching and learning strategies and lays out the theoretical framework, key index and control variables which are derived for the examination of teaching and learning strategies and associated with higher mathematics performance.
  • Features of Teaching and Learning
    This chapter reports on the observed associations between various aspects of teaching and learning strategies and mathematics performance. The chapter examines characteristics of students, schools and countries and studies the distribution of these characteristics. This kind of examination leads to a number of questions such as: How much do students benefit from a classroom atmosphere that is conducive to learning? To what extent do some students employ more effective learning strategies or devote more time to learning than others? Do individual countries’ education systems provide different conditions for teaching and learning to different students and in different schools?
  • Are Students' Perceptions of their Mathematics Teaching and Learning Related to Mathematics Performance?
    This chapter first outlines the approach taken to develop an analytical framework of teaching and learning strategies, and then considers the actual effects of background factors and teaching and learning factors in PISA 2003, with separate findings for each country. Teaching and learning strategies do not take place in a vacuum. Rather, various background characteristics of students and schools create a context that can profoundly influence teaching and learning processes and outcomes. These background factors require examination alongside the teaching and learning factors, whose predictive power is the main subject of investigation in this chapter.
  • Summary and Implications for Further Research
    This chapter summarises the main results of the report, identifies relevant issues for further research and development of PISA, and examines the extent to which the available results speak to the relevant issues. For many of the variables explored, country differences stand out so much that their effects may be best interpreted within countries or clusters of countries with similar cultural backgrounds or school systems.
  • Conclusions and Implications for Policy and Practice
    Teaching and learning strategies are broad concepts. Teaching strategies refer to a wide range of processes, from the way in which classrooms are organised and resources used to the daily activities engaged in by teachers and students to facilitate learning. Student learning strategies refer to cognitive and meta-cognitive processes employed by students as they attempt to learn something new.
  • ANNEX A. Descriptive Statistics
  • ANNEX B. Correlations
  • ANNEX C. Bivariate and Multilevel Models
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