從PISA看數學素養與中小學數學教育

Reviewing Math Literacy and Education by Means of PISA

本研究以2003年國際學生評量計畫工具為基礎，概述41個參與國家學生之數學素養。具體比較各國學生表現之排名，發現測驗結果與理論假設不盡符合。國際經合發展組織(OECD)預設學生數學學習成就高低應該能夠與國內生產毛額(gross domestic product)多寡成正比，然而，幾個經濟主要國家15歲學生之數學成就表現不如預期程度。本論文透過國際學生評量計畫中空間與形狀等四個概念主題之單元題型，分析求解情境問題所需具備之數學素養與技能，進而論述課程標準落實至中、小學數學教學之理念與實踐議題。

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.