Italian students’ results in the PISA mathematics test: Does reading competence matter?

• Autores: Anna María Ajello, Elisa Caponera, Laura Palmerio
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 33, Nº 3, 2018 (Ejemplar dedicado a: Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment / coord. por Roger Säljö, Jelena Radisic), págs. 505-520
• Idioma: inglés
• DOI: 10.1007/s10212-018-0385-x
• Texto completo no disponible (Saber más ...)
• Resumen

  • In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students’ low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study’s primary aim is to verify how students’ linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students’ performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed.

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