Fatores influenciadores do desempenho de estudantes portugueses, singapurenses, holandeses, espanhóis e brasileiros em Literacia Matemática no PISA: Revisão Integrativa
Resumo
A presente revisao integrativa teve como objetivo conhecer os principais fatores influenciadores do desempenho de estudantes portugueses, singapurenses, holandeses, espanhois e brasileiros em Literacia Matematica nas edicoes do PISA, de 2000 a 2012, de acordo com a literatura publicada. Emergiram dos estudos cinco fatores: sistema educativo, contexto socioeconômico das familias, caracteristicas das escolas e caracteristicas dos estudantes, e uso das tecnologias da informacao e comunicacao. Esta revisao integrativa evidencia que ha uma multiplicidade de fatores complexos e intimamente interligados que afetam o desempenho de estudantes no PISA. Tambem aponta para uma lacuna significativa de estudos sobre o assunto, o que torna necessário um maior investimento em investigacoes nesta area.
PALAVRAS-CHAVE. PISA; literacia matematica; desempenho, sistema educativo.
Doi: 10.21703/rexe.20191837dapiedade7
Downloads
Referências
Afonso, N., & Costa, E. (2009). A influencia do Programme for
International Student Assessment (PISA) na decisao politica em Portugal: o caso das politicas educativas do XVII Governo Constitucional Portugues. Revista de Ciências da Educação, 10, 53–63. Retrieved from http://repositorio.ul.pt/handle/10451/5667.
Aguiar, G. da S., & Ortigao, M. I. R. (2012). Letramento em Matematica: um estudo a partir dos dados do PISA 2003. Bolema: Boletim de Educação Matemática, 26(42a), 1–22. https://doi.org/10.1590/S0103-636X2012000100002.
Albu, G. (2015). Pre-primary Education Teachers and Their Values in the Context of Current Education. Case Study. Procedia - Social and Behavioral Sciences, 180, 477–483. Doi: https://doi.org/10.1016/j.sbspro.2015.02.147.
Anderson, J. O., Lin, H.-S., Treagust, D. F., Ross, S. P., & Yore, L. D. (2007). Using large-scale assessment datasets for research in science and mathematics education: Programme for International Student Assessment (PISA). International Journal of Science and Mathematics Education, 5(4), 591–614. Doi: https://doi.org/10.1007/s10763-007-9090-y.
Areepattamannil, S. (2014a). Are learning strategies linked to academic performance among adolescents in two states in India? A tobit regression analysis. The Journal of General Psychology, 141(4), 408–424. Doi: https://doi.org/10.1080/00221309.2014.957637.
Areepattamannil, S. (2014b). International note: what factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination. Journal of Adolescence, 37(4), 367–372. Doi: https://doi.org/10.1016/j.adolescence.2014.02.007
Bakan Kalaycıoğlu, D. (2015). The Influence of Socioeconomic Status, Self-efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA. Educational Sciences: Theory & Practice, 15(5), 1391–1401.Doi: https://doi.org/10.12738/estp.2015.5.2731
Belot, M., & Vandenberghe, V. (2011). Evaluating the ‘threat’ effects of grade repetition: exploiting the 2001 reform by the French-speaking community of Belgium. Education Economics, 22(1), 73–89. Doi: https://doi.org/10.1080/09645292.2011.607266.
Bray, M. (2008). As explicacoes numa perspetiva comparada: implicacoes no trabalho dos professores e no funcionamento das escolas. In J. A. Costa, A. Neto Mendes, & A. Ventura (Eds.), Xplika: investigação sobre o mercado das explicações (pp. 11–26). Aveiro: Universidade de Aveiro.
Bray, M. (2009). L’ombre du système éducatif: quel soutien scolaire privé, quelles politiques publiques? Paris: UNESCO, Institut international de planification de l’education (IIPE). Retrieved from http://www.iiep.unesco.org/fileadmin/user_upload/Info_Services_Publications/pdf/2011/Bray_Systeme_educatif.pdf.
Bray, M. (2013a). Beneficios e tensoes da educacao na sombra: perspetivas comparativas sobre o papel e o impacto das explicacoes na vida dos estudantes de Hong Kong. In J. A. Costa, A. Neto Mendes, & A. Ventura (Eds.), Xplika internacional: panorâmica sobre o mercado das explicações (pp. 117–138). Aveiro: UA Editora.
Bray, M. (2013b). Shadow education: Comparative perspectives on the expansion and implications of private supplementary tutoring. Procedia - Social and Behavioral Sciences, 77, 412– 420. Doi: https://doi.org/10.1016/j.sbspro.2013.03.096.
Bray, M. (2014). The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Education Review, 15(3), 381–389. Doi: https://doi.org/10.1007/s12564-014-9326-9.
Buchwald, F., Fleischer, J., & Leutner, D. (2015). A field experimental study of analytical problem solving competence—Investigating effects of training and transfer. Thinking Skills and Creativity, 18, 18–31. Doi: https://doi.org/10.1016/j.tsc.2015.04.009.
Burger, K. (2016). Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement? Research in Social Stratification and Mobility, 44, 54–67. Doi: https://doi.org/10.1016/j.rssm.2016.02.002.
Bybee, R., McCrae, B., & Laurie, R. (2009). PISA 2006: An assessment of scientific literacy. Journal of Research in Science Teaching, 46(8), 865–883.Doi: https://doi.org/10.1002/tea.20333.
Bybee, R. W. (2008). Scientific literacy, environmental issues, and PISA 2006: The 2008 Paul FBrandwein lecture. Journal of Science Education and Technology, 17(6), 566–585. Doi: https://doi.org/10.1007/s10956-008-9124-4.
Carvalho, L. M. (2009). Governando a educacao pelo espelho do perito: uma analise do PISA como instrumento de regulacao. Educação & Sociedade, 30(109), 1009–1036.Doi: https://doi.org/10.1590/S0101-73302009000400005.
Carvalho, L. M., & Costa, E. (2014). Seeing education with one’s own eyes and through PISA lenses: Considerations of the reception of PISA in european countries. Discourse: Studies in the Cultural Politics of Education, 1–9. Doi: https://doi.org/10.1080/01596306.2013.871449.
Cheema, J. R., & Kitsantas, A. (2013). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: A look at gender and racial–ethnic differences. International Journal of Science and Mathematics Education, 12(5), 1261–1279. Doi:https://doi.org/10.1007/s10763-013-9454-4.
Conboy, J. (2011). Retention and science performance in Portugal as evidenced by PISA. Procedia - Social and Behavioral Sciences, 12, 311–321. Doi: https://doi.org/10.1016/j.sbspro.2011.02.040.
Cordero-Ferrera, J., Crespo-Cebada, E., & Pedraja-Chaparro, F. (2013). Rendimiento educativo y determinantes segun PISA: Una revision de la literatura en Espana. Revista de Educación, (362), 273–297. Doi: https://doi.org/10.4438/1988-592X-RE-2011-362-161.
Cordero-Ferrera, J., Crespo-Cebada, E., Pedraja-Chaparro, F., & Gonzalez, D. S. (2011). Exploring educational efficiency divergences across Spanish regions in PISA 2006. Revista de Economía Aplicada. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=3804264.
Cordero-Ferrera, J., Crespo-Cebada, E., & Santin-Gonzalez, D. (2010). Factors affecting educational attainment: evidence from Spanish PISA 2006 Results. Regional and Sectoral Economics Studies, 10(3), 55–76. Retrieved from http://www.researchgate.net/profile/Daniel_Santin/publication/227410148_FACTORS_AFFECTING_EDUCATIONAL_ATTAINMENT_EVIDENCE_FROM_SPANISH_PISA_2006_RESULTS/links/02e7e51e68d602b83a000000.pdf
Cornelisz, I. (2013). Relative Private School Effectiveness in the Netherlands: A Reexamination of PISA 2006 and 2009 data. Procedia Economics and Finance, 5, 192–201. Doi: https://doi.org/10.1016/S2212-5671(13)00025-7.
Costa, J. A., Neto Mendes, A., & Ventura, A. (2013). Xplika internacional: panorâmica sobre o mercado das explicações. Aveiro: UA Editora.
Costa, J. A., Ventura, A., & Neto Mendes, A. (2013). Lisboa, Seul, Brasilia e Otava: caracterização do fenomeno das explicacoes na perspetiva dos alunos. In J. A. Costa, A. Neto Mendes, & A. Ventura (Eds.), Xplika internacional: panorâmica sobre o mercado das explicações (pp. 95–114). Aveiro: UA Editora.
Crahay, M., & Baye, A. (2013). Existem escolas justas e eficazes? Esboco de resposta baseado no PISA 2009. Cadernos de Pesquisa, 43(150), 858–883. Doi: https://doi.org/10.1590/S0100-15742013000300007.
Crespo-Cebada, E., Pedraja-Chaparro, F., & Santin-Gonzalez, D. (2013). Does school ownership matter? An unbiased efficiency comparison for regions of Spain. Journal of Productivity Analysis, 41(1), 153–172. Doi: https://doi.org/10.1007/s11123-013-0338-y.
Curi, A. Z., & Menezes-Filho, N. A. (2009). A relacao entre educacao pre-primaria, salarios, escolaridade
e proficiencia escolar no Brasil. Estudos Econômicos, 39(4), 811–850. Doi: https://doi.org/10.1590/S0101-41612009000400005.
Del Porto, F., & Ferreira, C. (2007). Os fatores socioeconomicos e culturais associados ao desempenho
dos alunos no PISA 2003 (Brasil, Mexico, Espanha e Portugal). XIII CONGRESSO BRASILEIRO DE SOCIOLOGIA, 1–19. Retrieved from http://www.sbsociologia.com.br/portal/index.php?option=com_docman&task=doc_download&gid=441&Itemid=170.
Demir, İ., Kılıc, S., & Unal, H. (2010). Effects of students’ and schools’ characteristics on mathematics achievement: findings from PISA 2006. Procedia - Social and Behavioral Sciences, 2(2), 3099–3103. Doi: https://doi.org/10.1016/j.sbspro.2010.03.472.
Denny, K., & Oppedisano, V. (2013). The surprising effect of larger class sizes: Evidence using two identification strategies. Labour Economics, 23, 57–65. Doi: https://doi.org/10.1016/j.labeco.2013.04.004.
Dobbins, M., & Martens, K. (2012). Towards an education approach a la finlandaise ? French education policy after PISA. Journal of Education Policy, 27(1), 23–43.Doi: https://doi.org/10.1080/02680939.2011.622413.
Dolin, J., & Krogh, L. B. (2010). The relevance and consequences of PISA science in a Danish context. International Journal of Science and Mathematics Education, 8(3), 565–592. Doi: https://doi.org/10.1007/s10763-010-9207-6.
Eijkelhof, H. M. C., Kordes, J. H., & Savelsbergh, E. R. (2013). Implications of PISA outcomes for science curriculum reform in the Netherlands. In M. Prenzel, M. Kobarg, K. Schops, & S. Ronnebeck (Eds.), Research on PISA - Research outcomes of the PISA research conference 2009 (pp. 7–21). Dordrecht, Heidelberg, New York, London: Springer. Doi: https://doi.org/10.1007/978-94-007-4458-5.
Fernandes, D. (2008). Algumas reflexoes acerca dos saberes dos alunos em Portugal. Educação & Sociedade, 29(102), 275–296. Doi: https://doi.org/10.1590/S0101-73302008000100014.
Ferrer, F., Valiente, O., & Castel, J. L. (2010). Los resultados PISA 2006 desde la perspectiva de las desigualdades educativas: La comparacion entre comunidades autonomas en Espana. Revista Espanola de Pedagogia, 68(245), 23–48. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-76349126003&partnerID=tZOtx3y1.
Fischbach, A., Keller, U., Preckel, F., & Brunner, M. (2013). PISA proficiency scores predict educational outcomes. Learning and Individual Differences, 24, 63–72. Doi: https://doi.org/10.1016/j.lindif.2012.10.012.
Fonseca, J., Valente, M. O., & Conboy, J. (2011). Student characteristics and PISA science performance: Portugal in cross-national comparison. Procedia - Social and Behavioral Sciences, 12, 322–329. Doi: https://doi.org/10.1016/j.sbspro.2011.02.041.
Forgasz, H. J., & Hill, J. C. (2012). Factors implicated in high mathematics achievement. International Journal of Science and Mathematics Education, 11(2), 481–499. Doi: https://doi. org/10.1007/s10763-012-9348-x.
French, D., Miles, K. H., & Nathan, L. (2014). The Path Forward: School Autonomy and Its Implications for the Future of Boston’s Public Schools. Boston Foundation.
Garcia-Perez, J. I., Hidalgo-Hidalgo, M., & Robles-Zurita, J. A. (2014). Does grade retention affect students’ achievement? Some evidence from Spain. Applied Economics. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/00036846.2013.872761#.VPts04GsWnA.
Gilleece, L., Cosgrove, J., & Sofroniou, N. (2010). Equity in mathematics and science outcomes: characteristics associated with high and low achievement on PISA 2006 in Ireland. International Journal of Science and Mathematics Education, 8(3), 475–496. Doi: https://doi.org/10.1007/s10763-010-9199-2.
Gonzalez, M. T. G. (2006). Absentismo y abandono escolar: una situacion singular de la exclusión educativa. REICE - Revista Eletrónica Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=1368106.
Greiff, S., Holt, D. V, & Funke, J. (2013). Perspectives on problem solving in educational assessment: Analytical, interactive, and collaborative problem solving. Journal of Problem Solving, 5, 71–91. Doi: https://doi.org/10.7771/1932-6246.1153.
Guzel, C. I., & Berberoğlu, G. (2005). An analysis of the programme for international student assessment 2000 (PISA 2000) mathematical literacy data for brazilian, japanese and Norwegian students. Studies in Educational Evaluation, 31(4), 283–314. Doi: https://doi.org/10.1016/j.stueduc.2005.11.006.
Hanushek, E. A., Link, S., & Woessmann, L. (2013). Does school autonomy make sense everywhere? Panel estimates from PISA. Journal of Development Economics, 104, 212–232. Doi: https://doi.org/10.1016/j.jdeveco.2012.08.002.
Jerrim, J., & Vignoles, A. (2016). The link between East Asian ‘mastery’ teaching methods and English children’s mathematics skills. Economics of Education Review, 50, 29–44. Doi: https://doi.org/10.1016/j.econedurev.2015.11.003.
Keddie, A. (2015). School autonomy, accountability and collaboration: a critical review. Journal of Educational Administration and History, 47(1), 1–17. Doi: https://doi.org/10.1080/00220620.2015.974146.
Klein, R. (2011). Uma re-analise dos resultados do PISA: problemas de comparabilidade. Ensaio: Avaliação e Políticas Públicas Em Educação, 19(73), 717–768. Doi: https://doi.org/10.1590/S0104-40362011000500002.
Knodel, P., Martens, K., & Niemann, D. (2013). PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective. Globalisation, Societies and Education, 11(3), 421–441. Doi: https://doi.org/10.1080/14767724.2012.761811.
Kriegbaum, K., Jansen, M., & Spinath, B. (2015). Motivation: A predictor of PISA’s mathematical competence beyond intelligence and prior test achievement. Learning and Individual Differences, 43, 140–148. Doi: https://doi.org/10.1016/j.lindif.2015.08.026
Lee, J.-S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330–340. Doi: https://doi.org/10.1016/j.ijer.2012.04.006.
Lundgren, U. P. (2011). PISA as a political instrument: One History Behind the Formulating of the PISA Programme. In M. Pereyra, H. G. Kotthoff, & R. Cowen (Eds.), PISA under examination: Changing knowledge, changing tests, and changing schools (pp. 17–30). Rotterdam, Boston, Taipei: Sense Publishers.
Martino, W., & Rezai-Rashti, G. (2013). “Gap talk” and the global rescaling of educational accountability in Canada. Journal of Education Policy, 28(5), 589–611. Doi: https://doi.org/10.1080/02680939.2013.767074.
Martins, A. M., & Silva, V. G. da. (2011). State of the art: management, school autonomy and collegial organizations (2000/2008). Cadernos de Pesquisa, 41(142), 228–245. Doi: https://doi.org/10.1590/S0100-15742011000100012.
Martins, L., & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. Doi: https://doi.org/10.1016/j.econedurev.2010.05.001.
Matějů, P., & Smith, M. L. (2014). Are boys that bad? Gender gaps in measured skills, grades and aspirations in Czech elementary schools. British Journal of Sociology of Education, 1–25. Doi: https://doi.org/10.1080/01425692.2013.874278.
Minxuan, Z., & Lingshuai, K. (2012, March 1). An exploration of reasons for Shanghai’s success in the OECD Program for International Student Assessment (PISA) 2009. Frontiers of Education in China. Brill. Doi: https://doi.org/10.3868/s110-001-012-0007-3.
Mostafa, T. (2013). The anatomy of inequalities in educational achievements: An international investigation using PISA data. In M. Prenzel, M. Kobarg, K. Schops, & S. Ronnebeck (Eds.), Research on PISA - Research outcomes of the PISA research conference 2009 (pp. 145–158). Dordrecht, Heidelberg, New York, London: Springer. Doi: https://doi.org/10.1007/978-94-007-4458-5.
Neto Mendes, A., Martins, M. E., Ventura, A., & Costa, J. A. (2013). Explicacoes em Lisboa, Seul, Brasilia e Otava: da especificidade dos contextos a (des)regulacao do fenomeno. In J. A. Costa, A. Neto Mendes, & A. Ventura (Eds.), Xplika internacional: panorâmica sobre o mercado das explicações (pp. 29–67). Aveiro: UA Editora.
OECD. (2003a). Literacy skills for the world of tomorrow - Further results from PISA 2000. Paris: OECD Publishing. Doi: https://doi.org/10.1787/9789264102873-en.
OECD. (2003b). Literacy skills for the world of tomorrow - Further results from PISA 2000 (Executive summary). Paris: OECD Publishing. Retrieved from http://www.oecd.org/edu/school/2960581.pdf.
OECD. (2004). Learning for tomorrow’s world - First results from PISA 2003. Paris: OECD Publishing. OECD. (2010). PISA 2009 results: What students know and can do – student performance in reading, mathematics and science (Volume I). Paris: OECD Publishing. Doi: http://dx.doi.org/10.1787/9789264091450-en.
OECD. (2011). Does participation in pre-primary education translate into better learning outcomes at school? PISA in Focus, No 1. Doi: https://doi.org/10.1787/5k9h362tpvxp-en.
OECD. (2014). PISA 2012 results: What students know and can do – student performance in mathematics, reading and science (Volume I, revised edition, february 2014). Paris: PISA, OECD Publishing. Doi: http://dx.doi.org/10.1787/9789264201118-en.
OECD. (2015). PISA, students, computers and learning: Making the connection. Paris: OECD Publishing. Doi: https://doi.org/10.1787/9789264239555-en.
OECD, & INEP. (2014). Relatório nacional PISA 2012 - resultados brasileiros. Ministério da Educação. Sao Paulo: Ministerio da Educacao. Retrieved from http://download.inep.gov.br/acoes_internacionais/pisa/resultados/2014/relatorio_nacional_pisa_2012_resultados_brasileiros.pdf.
Ozcan, Z. C. (2015). The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408–420. Doi: https://doi.org/10.1080/0020739X.2015.1080313.
Pereira, M. C. (2010). Desempenho educativo e igualdade de oportunidades em Portugal e na Europa: O papel da escola e a influencia da familia. Boletim Económico - Banco de Portugal, 16(4), 25–48. Retrieved from https://www.bportugal.pt/pt-PT/EstudosEconomicos/Publicacoes/BoletimEconomico/BEAnteriores/Documents/bol_inverno10_p.pdf
Pinto, J., Costa, J. A., & Silva, J. C. e. (2014). Explicacoes, escolas e sucesso educativo: reflexao em torno da educacao sombra. Indagatio Didactica, 6(4), 24–36. Retrieved from http://revistas.ua.pt/index.php/ID/article/view/3021.
Pons, X. (2011). What do we really learn from PISA? The sociology of its reception in three European countries (2001-2008)1. European Journal of Education, 46(4), 540–548. Doi: https://doi.org/10.1111/j.1465-3435.2011.01499.x.
Prenzel, M., Kobarg, M., Schops, K., & Ronnebeck, S. (Eds.). (2013). Research on PISA – Research outcomes of the PISA research conference 2009. Dordrecht, Heidelberg, New York, London: Springer. Doi: https://doi.org/10.1007/978-94-007-4458-5.
Projavi, Ferreira, A. S., & Lourenco, V. (2013). PISA 2012, Portugal - Primeiros resultados. Lisboa: ProjAVI Grupo de Projeto para Avaliação Internacional de Alunos. Retrieved from http://www.dgeec.mec.pt/np4/246/%7B$clientServletPath%7D/?newsId=371&fileName=PISA_Primeiros_Resultados_PORTUGAL.pdf.
Reilly, D. (2012). Gender, culture, and sex-typed cognitive abilities. PloS One, 7(7), e39904. https://doi.org/10.1371/journal.pone.0039904.
Silva, J. C. e. (2004). A importancia do estudo internacional PISA. Boletim Da Sociedade Portuguesa de Matemática, 51, 67–80.
Soares, S. S. D., & Nascimento, P. A. M. M. (2012). Evolucao do desempenho cognitivo dos jovens brasileiros no PISA. Cadernos de Pesquisa, 42(145), 68–87. Doi: https://doi.org/10.1590/S0100-15742012000100006.
Stacey, K., & Turner, R. (2015). The evolution and key concepts of the PISA mathematics frameworks. In K. Stacey & R. Turner (Eds.), Assessing mathematical literacy, the PISA experience (pp. 5–33). Heidelberg, New York, Dordrecht, London: Springer.
Stoet, G., & Geary, D. C. (2013). Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data. PloS One, 8(3), e57988. Doi: https://doi.org/10.1371/journal.pone.0057988
Thien, L. M., & Ong, M. Y. (2015). Malaysian and Singaporean students’ affective characteristics and mathematics performance: evidence from PISA 2012. SpringerPlus, 4(1), 563. Doi: https://doi.org/10.1186/s40064-015-1358-z
Thomson, S., & Hillman, K. (2013). Success despite the odds? Outcomes for low-performing students in Australia. In M. Prenzel, M. Kobarg, K. Schops, & S. Ronnebeck (Eds.), Research on PISA - Research outcomes of the PISA research conference 2009 (pp. 181–198). Dordrecht, Heidelberg, New York, London: Springer. Doi: https://doi.org/10.1007/978-94-007-4458-5.
Vandenberghe, V., & Robin, S. (2004). Evaluating the effectiveness of private education across countries: a comparison of methods. Labour Economics, 11(4), 487–506. Doi: https://doi.org/10.1016/j.labeco.2004.02.007.
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546–553. Doi: https://doi.org/10.1111/j.1365-2648.2005.03621.x.
You, Y., & Morris, P. (2015). Imagining school autonomy in high-performing education systems: East Asia as a source of policy referencing in England. Compare: A Journal of Comparative and International Education, 1–24. Doi: https://doi.org/10.1080/03057925.2015.1080115.
