Abstract
The mathematical attainment of schoolchildren around the world is assessed in PISA (the Programme for International Student Assessment), which is administered on a three-yearly cycle by the Organisation for Economic Co-operation and Development (OECD). PISA is purported to provide valid and reliable comparisons of students’ mathematical achievements in a range of different national education systems, and the results can have major implications for the mathematics education policies of these nations, sometimes leading to policy-borrowing from high-performing countries/regions. Aspects of Ludwig Wittgenstein’s later philosophy of mind are used to problematize an over-reliance on the use of PISA to inform policy decisions in mathematics education. It is suggested that, when PISA is viewed through a later Wittgensteinian lens, a potential deficiency in the underpinning psychometric model, pertaining to the inherent indeterminism in unmeasured mathematical abilities, may weaken PISA’s utility in guiding mathematics education policy decisions.
| Original language | English |
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| Publication status | Published - 18 Jul 2021 |
| Event | The 14th International Congress on Mathematical Education - Shanghai, Shanghai, China Duration: 11 Jul 2021 → 18 Jul 2021 https://www.icme14.org/static/en/index.html |
Conference
| Conference | The 14th International Congress on Mathematical Education |
|---|---|
| Country/Territory | China |
| City | Shanghai |
| Period | 11/07/2021 → 18/07/2021 |
| Internet address |
Access to Document
- Philosophical Insights into PISA and Mathematics Education Policy Issues
Copyright 2021 the Author.