摘要：AbstractPISA (Programme for International Student Assessment) is an international programme which is conducted every 3 years to assess 15 years old students level of proficiency. PISA contains three different cognitive tests: mathematic literacy, scientific literacy and reading literacy. Every year that PISA is conducted, the numbers of cognitive test items vary in each test. Therefore it is difficult to develop a standardized procedure for comparison. However, there are some identical items that can be used as a criteria for comparison. The aim of this research is to examine academic achievement of mathematic literacy common items in PISA 2003, PISA 2006 and PISA 2009 applications with respect to mathematical content area and item format. This research is a survey and quantitative study which is conducted by secondary data base. The population of this research is all of the 15 years old students who are attending to schools in 2003, 2006 and 2009 academic years. 15 years old students who participated in PISA 2003, PISA 2006 and PISA 2009 applications and solved the questions regarding mathematic literacy common items are the sample of the research. Relevant statistical analysis was conducted based on research and sub-research questions by using the secondary data base that was prepared by rearranging the national data base of PISA 2003, PISA 2006 and PISA 2009. The findings of the research study demonstrated that the students have poor performance in ‘space and shape’ that is one of the mathematical content area. They have better performance in ‘multiple choice’ items while have poor performance in ‘open-constructed’ items. In general, it was seen that Turkish students have better performance in PISA 2003 and poor performance in PISA 2006.
关键词：PISA;mathematic literacy;student achivement;mathematical content area;item format
