Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors (original) (raw)

The intention of this study was to clarify students' difficulties in solving context-based mathematics tasks as used in the Programme for International Student Assessment (PISA). The study was carried out with 362 Indonesian ninth-and tenth-grade students. In the study we used 34 released PISA mathematics tasks including three task types: reproduction, connection, and reflection. Students' difficulties were identified by using Newman's error categories, which were connected to the modeling process described by Blum and Leiss and to the PISA stages of mathematization, including