Table 17-2. Average male-female score point differences of combined mathematics literacy, subscale,and problem-solving scores of 15-year-old students, by country: 2003
|
|---|
| |
|
Mathematics subscales
|
|
| Country |
Combined
mathematics
literacy |
Space
and
shape |
Change and
relationships |
Quantity |
Uncertainty |
Problem-
solving |
|
| OECD average |
11.1 |
16.7 |
11.0 |
6.2 |
12.6 |
-1.7 |
| OECD countries |
|
|
|
|
|
|
| Australia |
5.3 |
11.9 |
4.4 |
1.2 |
7.3 |
-6.4 |
| Austria |
7.6 |
18.7 |
4.6 |
3.1 |
7.8 |
-2.9 |
| Belgium |
7.5 |
17.9 |
7.6 |
0.9 |
7.3 |
-3.5 |
| Canada |
11.2 |
19.5 |
13.5 |
4.7 |
13.0 |
0.5 |
| Czech Republic |
15.0 |
30.2 |
12.8 |
5.8 |
16.7 |
6.5 |
| Denmark |
16.6 |
16.3 |
20.8 |
9.3 |
21.6 |
4.9 |
| Finland |
7.4 |
2.4 |
11.4 |
3.2 |
12.1 |
-10.0 |
| France |
8.5 |
17.8 |
4.4 |
2.3 |
10.7 |
-0.8 |
| Germany |
9.0 |
11.5 |
11.8 |
0.6 |
18.1 |
-5.7 |
| Greece |
19.4 |
19.3 |
17.8 |
22.6 |
20.2 |
1.9 |
| Hungary |
7.8 |
15.0 |
9.7 |
1.9 |
7.9 |
-3.7 |
| Iceland |
-15.4 |
-15.1 |
-9.6 |
-28.5 |
-7.5 |
-30.5 |
| Ireland |
14.8 |
25.5 |
12.6 |
8.9 |
15.5 |
0.5 |
| Italy |
17.8 |
18.1 |
20.8 |
12.7 |
24.1 |
-4.1 |
| Japan |
8.4 |
8.9 |
6.3 |
3.1 |
14.0 |
-2.4 |
| Korea, Republic of |
23.4 |
27.0 |
25.3 |
21.9 |
21.7 |
8.1 |
| Luxembourg |
17.2 |
28.3 |
13.8 |
8.5 |
21.7 |
2.4 |
| Mexico |
10.9 |
15.6 |
7.9 |
12.0 |
4.5 |
5.1 |
| Netherlands |
5.1 |
8.2 |
5.9 |
-4.0 |
9.5 |
4.5 |
| New Zealand |
14.5 |
17.9 |
17.4 |
11.6 |
11.5 |
-3.3 |
| Norway |
6.2 |
7.3 |
4.3 |
0.0 |
10.3 |
-8.5 |
| Poland |
5.6 |
13.1 |
7.7 |
1.6 |
2.6 |
-1.1 |
| Portugal |
12.2 |
15.1 |
13.1 |
13.8 |
9.6 |
0.0 |
| Slovak Republic |
18.7 |
35.0 |
16.4 |
12.6 |
17.0 |
6.9 |
| Spain |
8.9 |
18.5 |
8.4 |
4.8 |
8.0 |
-6.0 |
| Sweden |
6.5 |
10.4 |
1.4 |
3.2 |
8.8 |
-9.9 |
| Switzerland |
16.6 |
25.3 |
14.9 |
7.0 |
20.5 |
-2.5 |
| Turkey |
15.1 |
11.7 |
6.0 |
17.5 |
19.0 |
2.0 |
| United States |
6.3 |
15.2 |
5.6 |
4.2 |
3.2 |
-0.9 |
| Non-OECD countries |
|
|
|
|
|
|
| Hong Kong-China |
4.1 |
4.1 |
1.0 |
-2.6 |
11.8 |
-5.1 |
| Indonesia |
3.3 |
15.7 |
4.3 |
2.1 |
-4.8 |
-7.3 |
| Latvia |
2.8 |
14.0 |
-1.0 |
2.9 |
-0.2 |
-2.6 |
| Liechtenstein |
28.8 |
38.5 |
25.6 |
21.4 |
30.8 |
11.5 |
| Macao-China |
21.3 |
23.3 |
20.1 |
16.7 |
17.8 |
11.2 |
| Russian Federation |
10.1 |
20.6 |
3.4 |
6.4 |
8.4 |
2.3 |
Serbia and
Montenegro |
1.2 |
3.3 |
1.4 |
-3.1 |
5.4 |
-7.4 |
| Thailand |
-4.0 |
4.5 |
-9.6 |
-4.5 |
-5.0 |
-12.4 |
| Tunisia |
12.2 |
16.3 |
11.3 |
15.6 |
6.7 |
2.7 |
| Uruguay |
12.1 |
21.1 |
5.2 |
12.0 |
8.3 |
2.7 |
| United Kingdom1 |
6.7 |
10.3 |
8.3 |
2.1 |
5.6 |
-8.4 |
|
1Due to low response rates, data for the United Kingdom are not discussed in this indicator.
|
NOTE: The male-female score point difference is calculated by subtracting the average scores of females from the average scores of males. The OECD average is the average of the national averages of the Organization for Economic Cooperation and Development (OECD) member countries with data available. Because the Program for International Student Assessment (PISA) is principally an OECD study, the results for non-OECD countries are displayed separately from those of the OECD countries and are not included in the OECD average. See supplemental note 5 for more information on PISA.
|
SOURCE: U.S. Department of Education, National Center for Education Statistics.(2004). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S.Perspective (NCES 2005-003), tables 2, 3, B-3, and B-12. Data from Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2003.
|
|
