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Comparing PIRLS and PISA with NAEP in Reading, Mathematics and Science

机译：在阅读，数学和科学方面将pIRLs和pIsa与NaEp进行比较

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The purpose of this document is to provide background information that will be useful in interpreting the results from two key international assessments that are being released in November and December 2007 and in comparing these results with recent findings from the U.S. National Assessment of Educational Progress in similar subjects.

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年度 2007
页码 1-15
总页数 15
原文格式 PDF
正文语种 eng
中图分类工业技术;
关键词
Student performance ; Assessments ; Mathematics ; Reading ; Science ; Comparison ; Science content ; Cognitive skills ; Topics ; Scientific investigations;

机译：学生表现;评估;数学;阅读;科学;比较;科学内容;认知技能;主题;科学调查;

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1. A Practical Research on Improving Reader’s Reading Literacy by Using WeChat Service under the Perspective of PIRLS and PISA2018 [J] . Lina Li Creative Education . 2018,第11期

机译：PIRLS和PISA2018视角下利用微信服务提高读者阅读素养的实践研究
2. PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students [J] . Serkan Arikan, Fons J. R. van de Vijver, Kutlay Yagmur Theoretical and Experimental Plant Physiology . 2017,第3期

机译：PISA数学和阅读性能差异的主流欧洲和土耳其移民学生
3. Comparing OECD PISA Reading in English to Other Languages: Identifying Potential Sources of Non-Invariance [J] . Mustafa Asil, Gavin T. L. Brown International Journal of Testing: Official Journal of the International Test Commission . 2016,第1期

机译：将OECD PISA的英语阅读与其他语言进行比较：确定潜在的不变性来源
4. From PISA 2009 to PISA 2018: Equity in Hong Kong Secondary Mathematics and Science Education [C] . Xiaohua Zhou, Morris Siu-Yung Jong International Symposium on Educational Technology . 2020

机译：从PISA 2009到PISA 2018：香港中学数学和科学教育的公平
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机译：NAEP数学项目的阅读难度与数学难度的关系，对西班牙裔和白人（墨西哥裔，墨西哥裔）表现的影响。
6. Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data [O] . Gijsbert Stoet, David C. Geary -1

机译：在数学和阅读成绩的性别差异是负相关的：内和跨国家10年pIsa数据的评估
7. Abi, A. M. (2016). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. Jurnal Pendidikan Matematika Indonesia, 1-6. François, K. (2009). The Role of Ethnomathematics within Mathematics Education. Proceedings of CERME 6 (pp. 1517-1526). Lyon France: INRP 2010. Mansur HR. (2015, February). Menciptakan Pembelajaran Efektif melalui Apersepsi. Retrieved from LPMP Sulsel: http://www.lpmpsulsel.net/v2/index.php?option=com_contentview=articleid=327:pembelajaran‐efektif‐ M.Balamurugan. (2015). ETHNOMATHEMATICS; AN APPROACH FOR LEARNING MATHEMATICS FROM MULTICULTURAL PERSPECTIVES. INTERNATIONAL JOURNAL OF MODERN RESEARCH AND REVIEWS, 716-720. NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Snipes, V., Moses, P. (2001). Linking Mathematics and Culture to Teach Geometry Concepts. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Linking-Mathematics-and-Culture-to-Teach-Geometry-Snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179 Stylianides, A. J., Stylianides, G. J. (2007). Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics. The Mathematics Enthusiast, 103-114. Sukayati, Suharjana, A. (2009). PEMANFAATAN ALAT PERAGA MATEMATIKA DALAM PEMBELAJARAN DI SD. Yogyakarta: PPPPTK Matematika Yogyakarta. Wijaya, A., Heuvel-Panhuizen, M., Doorman, M., Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 555-584. Yusuf, M. W., Ibrahim Saidu, I., Halliru, A. (2010). ETHNOMATHEMATICS (A Mathematical Game in Hausa Culture). International Journal of Mathematical Science Education, 36-42. Yvette d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 2818 – 2824. [O] . Ernawati ., Kurniawati . 2017

机译：Abi，A. M.（2016）。 Integrasi etnomatematika dalam kurikulum matematika sekolah。 jurnal pendidikan matematika印度尼西亚，1-6。 François，K。（2009）。民族治疗中的作用在数学教育中。 CERME 6的诉讼程序（第1517-1526页）。里昂法国：2010年Inrp.Mansur HR。（2015年2月）。 Menciptakan Pembelajaran efektif Melalui apersepsi。从LPMP Sulsel中检索：http：//www.lpmpsulsel.net/v2/index.php?option=com_content wave = articleid=327 :pembelajaran-efektif-m.balamurugan。（2015）。 ethnomathematics;从多元文化视角学习数学的一种方法。国际现代研究与评论，716-720。 nctm。（1989）。学校数学课程和评估标准。狙击，V.和摩西，P。（2001）。将数学和文化联系到教学几何概念。从语义学者检索：https://www.semanticscholar.org/pare/linking-mathematics-and-culture-to-teach-geometry-snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179触手，A.J.，＆Stylianides，G. J.（2007）。以理解学习数学：对学校数学原则和标准的学习原则的批判性考虑。数学爱好者，103-114。 Sukayati，＆Suharjana，A.（2009）。 PemanFaatan Alat Peraga Matematika Dalam Pembelajaran di Sd。日惹：PPPPTK Matematika日惹。 Wijaya，A.，Heuvel-Panhuizen，M.，Doorman，M.，＆Robitzsch，A。（2014）。解决基于背景的比萨数学任务的困难：对学生错误的分析。数学爱好者，555-584。 Yusuf，M. W.，Ibrahim Seedu，I.，A＆Halliru，A。（2010年）。 ethnomathematics（Hausa文化中的数学比赛）。国际学科杂志36-42。 Yvette d'Entremont，Y.（2015）。关联数学，文化和社区。程序 - 社会和行为科学，2818 - 2824。
8. Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments Technical rept [R] . Neidorf, T. S. 2006

机译：比较国家教育进步评估（NaEp）中的数学内容，国际数学和科学研究趋势（TImss）以及国际学生评估计划（pIsa）2003年评估技术部门

Comparing PIRLS and PISA with NAEP in Reading, Mathematics and Science

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