The study, focusing on math literacy defined by OECD in 2003, reviews the PISA results taken from 41 countries with some contextual tasks and identifies the knowledge and basic skills students should have. Theoretically, OECD assumes that the student achievement and GDP should show a direct proportion; however, it is nonlinear. The 15-year-old students' performance is not as expected in some economic countries. The thesis, by means of relative solutions analysis, explores how math literacy is implemented on curricular level as well as its teaching rationale.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。