摘要：The aim of this study is to determine the distribution of Turkish students according to their scores in Programme for International Student Assessment (PISA) with reference to cognitive dimensions (sub-skills) of reproduction, connection, and reflection, which constitute the students’ mathematical thinking processes in PISA, and to find out whether there is a significant difference among students’ mean scores of the aforementioned dimensions regarding several variables such as their mathematical literacy scores, gender, school type, and regional differences. The universe (target population) of the study involves 15-year-old students who study at either 7th grade or a higher level of education. The sample of the study has been categorized according to the regions and type of schools, and the randomly selected 4942 students from 160 schools have been included in the study. The results of the study indicate that the Turkish students’ PISA 2006 Mathematics scores are fairly low in terms of their advanced thinking processes. The results also show that the students’ mean scores as to their mathematical thinking processes differ significantly according to their school types and regions, and that there is a significant difference regarding the mathematical thinking skills between the scores of the male and the female students in favor of those who are male.
关键词：Student achievement;large scale achievement tests;programme for international student assessment (PISA);mathematical literacy
