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Interpreting mathematics performance in PISA: Taking account of reading performance

Ding, H; Homer, M; (2020) Interpreting mathematics performance in PISA: Taking account of reading performance. International Journal of Educational Research , 102 , Article 101566. 10.1016/j.ijer.2020.101566. Green open access

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Abstract

This study examines the importance of reading performance in explaining mathematics performance in the Programme for International Student Assessment (PISA), and analyses how the relationship is present for different reading subareas. Data of Fangshan District of Beijing in PISA 2009 China Trial were used. Multilevel modelling analyses reveal that: (1) reading performance can explain a considerable proportion of the variance in mathematics performance, and moderates the gender gap favouring males in mathematics performance; (2) specific reading subareas significantly associated with mathematics performance. These findings suggest that taking into consideration students’ performance in reading, especially some specific reading subareas, is important when interpreting mathematics performance. Implications for formulating policy based on PISA outcomes are made.

Type: Article
Title: Interpreting mathematics performance in PISA: Taking account of reading performance
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.ijer.2020.101566
Publisher version: https://doi.org/10.1016/j.ijer.2020.101566
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10123733
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