What enhances mathematical ability? A cross-country analysis based on test scores of 15-year-olds

This article examines the mathematical abilities of 15-year-olds in a range of countries which participated in the 2003 cycle of the Organization for Economic Cooperation and Development (OCED)'s Programme for International Student Assessment (PISA). Utilizing information on the scores obtained...

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Bibliographic Details
Published inApplied economics Vol. 42; no. 29; pp. 3723 - 3733
Main Authors Bailey, Mark, Borooah, Vani K
Format Journal Article
LanguageEnglish
Published London Routledge 01.12.2010
Taylor and Francis Journals
Taylor & Francis Ltd
Taylor & Francis (Routledge)
SeriesApplied Economics
Subjects
Ability
Academic achievement
Bildungsniveau
Educational evaluation
Family
Income
Indicators
Industrialized nations
Inequality
Mathematics
Mathematics education
Mathematik
Measurement
Poverty
School environment
Secondary school students
Studies
Social Sciences & Humanities
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Summary:This article examines the mathematical abilities of 15-year-olds in a range of countries which participated in the 2003 cycle of the Organization for Economic Cooperation and Development (OCED)'s Programme for International Student Assessment (PISA). Utilizing information on the scores obtained by individual students in the mathematical part of the PISA assessment, we use a range of indicators from the literature on inequality and poverty to evaluate the 'mathematical performance' of participating countries. Since data from PISA contained a wealth of information on the circumstances of the students in terms of their home and school environment, we identify and examine the relative influence of factors which serve to enhance the mathematical performance of students in the PISA assessment.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:1466-4283
0003-6846
1466-4283
DOI:10.1080/00036840802314598