to the results in Flanders.

Dirk Janssens

Department of Mathematics, Academic Teacher Training, K.U.Leuven, Belgium

Luc Van de Poele

Educational Support Office, Universteit Gent, Belgium

PISA 2003 National Project Manager Belgium

We give an overview of the scope and the PISA approach to assessing mathematics performance : what PISA measures and how ? What is meant by the “literacy” concept ? The interpretation and analysis of the results is presented within the general educational and sociological framework and from the mathematics educational viewpoint.. This analysis is presented in the context of the (excellent) Flemish results. What is the relation of these results with the cultural and socio-economic environment, the organisation of the school system and the classroom culture, the contributions of the teachers … .? Is the mathematics curriculum and the didactical approach an important factor ?

Analyse de quelques questions significatives du test,
commentaires sur les résultats des élèves de la Communauté Fançaise de Belgique.[in french]

Françoise Van Dieren,

Responsable du secteur mathématique (niveau secondaire),

dans l’enseignement catholique en Communauté Française de Belgique.

Les questions choisies seront analysées selon le contexte, le contenu mathématique et les compétences mobilisées. Ce faisant, nous comparerons les objectifs de Pisa avec ceux des programmes de la Communauté Française de Belgique. On présentera ensuite les résultats classés selon les filières d’enseignement. Tous ces éléments permettront de remettre en perspective les commentaires et analyses, de nourrir un débat sur les orientations futures.

Antididactical omissions in Dutch mathematics teaching at pre-university level

Rainer Kaenders,

Graduate School of Education Radboud University Nijmegen

and Canisius College Nijmegen, The Netherlands.

As far as mathematics education at pre-university level is concerned, it is just as interesting to consider what has been omitted in the PISA assessments 2000 and 2003 as it is to discuss what actually has been included. Both PISA studies never meant to assess mathematics education. Instead, they assessed ‘mathematical literacy’. These two are frequently identified in public discussions and policy-making. We would like to argue that actual mathematics teaching in the Netherlands leaves much to be desired. This is caused by what we call antididactical omissions. This statement is made in spite of the fact that PISA 2003 has shown that ‘mathematical literacy’ is flourishing in the Netherlands.

What PISA results can tell us in France?

Yves Olivier ,

Inspection of mathematics, académie d'Orléans-Tours, France

member of the French Pisa Expert Group

The age-group (15-years old) covered by PISA assessment contains a great diversity of students in France. Their results and sometimes their non-responses at PISA items reveal failures and successes of French mathematic teaching. Examples will be done. Some practices have to improve. However PISA assessment doesn’t cover all the mathematics domains and methods teaching in France and oblige us to have a critical attitude in front of some uses of the PISA results outside in public domain.

Mathematical literacy versus mathematics: the PISA 2003 survey

L.F. Feiner

Philips Research, Eindhoven, The Netherlands

Institute for Theoretical Physics, University Utrecht, The Netherlands

Politicians and opinion leaders regard the outcome of the PISA surveys as indicative of the standard of mathematics education in their country. This response reveals not only a focus on rankings instead of on absolute levels, but also a serious confusion between mathematical literacy and mathematics. This misguided perception, in combination with recent trends in didactics, is a threat to mathematics education and thus to mathematics. What could and should be done about it?

PISA in Gent : Discussion between panel and participants.

Dirk Siersma,

Chairman of the NOCW, Netherlands Educational Committee for Mathematics.

In december 2004 there appeared the outcome of PISA 2003 (Programme for International Student Assesment). In several countries there were articles in newspapers telling how good or bad their mathematics was. Sometimes there was commotion,

questions to the minister of education, or mathematiciens which could not understand why their country had such an excellent score. During this Mathematical Congress in Gent we organise a special session on Education of Mathematics with the PISA results as a topic. There are several speakers from different countries, which will give a presentation from their point of view (inspection, mathematical education, teacher, industry).

As last part of the session we will have an open dicussion, which is not restricted to the PISA outcome, but also looks to the current state-of-affairs in mathematics teaching in our countries.

Do you want to contribute a discussion statement ? Please send it to siersma@math.uu.nl.