PISA mathematics in Germany. Extending the conceptual framework to enable a more differentiated assessment.

Autor/in	Neubrand, Michael
Titel	PISA mathematics in Germany. Extending the conceptual framework to enable a more differentiated assessment.
Quelle	Aus: Prenzel, Manfred (Hrsg.); Kobarg, Mareike (Hrsg.); Schöps, Katrin (Hrsg.); Rönnebeck, Silke (Hrsg.): Research on PISA. Research outcomes of the PISA research conference 2009. Dordrecht u.a.: Springer (2013) S. 39-49 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-4457-9; 978-94-007-4457-8
DOI	10.1007/978-94-007-4458-5_3
Schlagwörter	Empirische Forschung; Testkonstruktion; Kognitiver Prozess; Itemanalyse; Schüler; Leistungsbeurteilung; Schülerleistung; Differenzierung; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Modell; Konzeption; Leistungsmessung; PISA (Programme for International Student Assessment); Deutschland
Abstract	Assessing mathematical literacy - as PISA does - claims for comprehensive views of the domain tested. Since mathematics is not a homogenous body of knowledge one needs inner structures of that domain in order to be able to interpret the data gained. There are several possibilities, e.g. to differentiate between the main content strands as geometry, algebra etc. However the German PISA options differentiated according to cognitive activities connected with mathematics. These activities contain the performance of procedures as well as conceptual thinking, in both intra- and extra-mathematical situations. This paper exhibits the basis of that framework, i.e. a model for mathematical tasks, and shows evidences and findings from that approach, as the cognitive balances of several tests, and the striking cognitive profiles the authors found in different parts of the country. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2