Socioeconomic status and word problem solving in PISA: The role of mathematical content areas

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Mathematics performance and socioeconomic status (SES) are positively related, but the reasons are not well understood. Moreover, the strength of the relationship in large-scale assessments like PISA differs between countries, for example, between Finland and Germany. In the PISA studies, mathematical word problems are used, which cover four mathematical content areas. In the present study, we reanalyzed data from PISA 2003 to 2018 to investigate whether word problems in these content areas were related differently to SES across the two countries. The results suggest that the relationship can be attributed to different content areas in both countries. This emphasizes the importance of considering item characteristics when addressing the relationship between SES and mathematical word problem solving
Original languageEnglish
Title of host publicationProceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 : Alicante, Spain July 18 – 23, 2022; Vol. 4: Research Reports (Si-Z), Oral Communications, Poster Presentations
EditorsCeneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Number of pages8
Place of PublicationAlicante
PublisherInternational Group for the Psychology of Mathematics Education
Publication date2022
Pages59-66
ISBN (print)978-84-1302-178-2
Publication statusPublished - 2022
Event45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022: Mathematics education research supporting practice: empowering the future - Universitat D'Alacant , Alicante, Spain
Duration: 18.07.202223.07.2022
Conference number: 45
https://web.ua.es/pme45/
https://web.ua.es/de/pme45/documents/conference-program-pme45-web-170722.pdf

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