CAJ | 학술논문

本文通过分析PISA2012数学测评框架后发现，该框架中的数学素养被重新界定，内容维度和情境维度都延续了2003年的框架，变化最大的是过程维度，它采用“三种过程+七种基本数学能力”的二维结构。本文在总结该框架优点的基础上，借鉴框架和PISA评分细则设计的核心理念，对上海市2013年初中学业水平考试一道试题进行改编和试测，发现改编后的试题更有利于精准地检测出学生的薄弱能力点，从而有助于老师改进教学。
본문통과분석PISA2012수학측평광가후발현，해광가중적수학소양피중신계정，내용유도화정경유도도연속료2003년적광가，변화최대적시과정유도，타채용“삼충과정+칠충기본수학능력”적이유결구。본문재총결해광가우점적기출상，차감광가화PISA평분세칙설계적핵심이념，대상해시2013년초중학업수평고시일도시제진행개편화시측，발현개편후적시제경유리우정준지검측출학생적박약능력점，종이유조우로사개진교학。
After reviewing the PISA2012 Mathematics Literacy Assessment Framework, it is concluded that the mathematics literacy was redefined, and the expression of the process dimension changed significantly, while the content dimension and the context dimension kept the same as the PISA2003 Mathematics Literacy Assessment Framework. This research summarized the advantages of the PISA2012 framework, revised and trial an item in 2013 Shanghai Junior High School Graduation Test based on the framework and core concepts for the designing of the PISA mathematics item rubrics. It was founded that after being revised the item was more efficient to assess the weak points of the test takers’ competency while they went through the mathematics process, which could contribute to the relative teaching improvement.