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

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

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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: 18.07.2022 → 23.07.2022
Conference number: 45
https://web.ua.es/pme45/
https://web.ua.es/de/pme45/documents/conference-program-pme45-web-170722.pdf

Bibliographical note

Publisher Copyright:
© 2022 left to authors. All rights reserved.

Other publications by the same author(s)

The relation between text comprehension and computation in mathematical word-problem solving

Strohmaier, A. R., Schons, C., Knabbe, A., Vogel, M., Saado, K. & Obersteiner, A., 02.2025, In: Learning and Instruction. 101, 11 p., 102235.

Research output: Journal contributions › Journal articles › Research › peer-review

Reality-Based Tasks with Complex-Situations: Identifying Sociodemographic and Cognitive Factors for Solution

Knabbe, A., Leiss, D. & Ehmke, T., 01.2025, In: International Journal of Science and Mathematics Education. 23, 1, p. 97–120 24 p.

Research output: Journal contributions › Journal articles › Research › peer-review

YouTube, Seniorentaxi und Bienen: Inwiefern wird das Kontextinteresse an realitätsbezogenen Mathematikaufgaben durch das Geschlecht und den sozialen Hintergrund beeinflusst?

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Research output: Contributions to collected editions/works › Article in conference proceedings › Research

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Strohmaier, A. R., Schons, C., Knabbe, A. & Vogel, M., 2023, Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). Ayalon, M., Koichu, B., Leikin, R., Rubel, L. & Tabach, M. (eds.). Haifa, Israel : University of Haifa, Vol. 1. p. 333 1 p. (Psychology of Mathematics Education; vol. 46).

Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review

Modelling tasks—The relation between linguistic skills, intra-mathematical skills, and context-related prior knowledge

Knabbe, A., Leiss, D. & Ehmke, T., 04.2023, Beiträge zum Mathematikunterricht 2022: 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik : vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main. I.-P.G.-U. F. (ed.). Münster: WTM - Verlag für wissenschaftliche Texte und Medien, Vol. 1. p. 367-370 4 p.

Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review

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