Review article

https://doi.org/10.5673/sip.51.1.6

Mathematics Competence and International Mathematics Testing: Croatian Starting Point

Mladen Domazet orcid.org/0000-0002-9870-9485 ; Institute for Social Research – Zagreb (Centre for Educational Research and Development), Croatia
Branislava Baranović orcid.org/0000-0001-6768-3596 ; Institute for Social Research – Zagreb (Centre for Educational Research and Development), Croatia
Jelena Matić orcid.org/0000-0003-1101-3379 ; Institute for Social Research – Zagreb (Centre for Educational Research and Development), Croatia

Abstract

The article presents a review of the competence-framed concept of
compulsory mathematics education and appropriate instruction methods, in light
of the international influences on Croatia through comparative ranking in PISA
mathematical literacy. We begin by reviewing the conceptual constructs behind social
influences on the supra-national development of the literacy/competence concept
in mathematics education and assessment, and briefly examine its components and
instructional contributions. Within this context we proceed to map past and current,
and extrapolate future, changes in the conceptualisation of school mathematics and
mathematics teaching in Croatian compulsory education, including recent empirical
findings on mathematics instruction in Croatian primary schools. The aim is to examine
social and (comparative) political influences on subject-matter and teaching of ‘hard’
school subjects such as mathematics, chart Croatia’s current position according to
international assessment and instructional trends, and recommend possible steps in
immediate development of educational policy.

Keywords

PISA testing; competence; literacy; mathematics; instruction; problem-based learning; compulsory education in Croatia

Hrčak ID:

101794

URI

https://hrcak.srce.hr/101794

Publication date:

14.5.2013.

Article data in other languages: croatian

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