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  • This chapter explores some recent headline findings from the mathematical surveys (TIMSS and PISA), the possible uses to which those findings could be put, and some potential abuses of the data. It also looks at issues related to apparently different findings from the two surveys of mathematical achievement/literacy within a country. As well as direct involvement in the international coordination of some of these international studies, the NFER has long-standing experience as the National Centre coordinating and administering international surveys on behalf of the UK education departments. These studies include TIMSS (mathematics and science) and PISA (reading, mathematical literacy, scientific literacy and problem solving), as well as other international surveys such as PIRLS (reading literacy), ICCS (civics and citizenship), PIAAC (adult competences), and ESLC (European languages). This perspective of experience gives the NFER’s international comparisons team strong insight into the nature of the surveys, the richness of the datasets produced, the lessons that can, in theory, be learned from them, and key limitations of the lessons that can be drawn from them. (xsd:string)
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  • http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.037 (PIAAC) (xsd:string)
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  • 10.1093/oxfordhb/9780199642342.013.037 ()
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  • What is there to learn from international surveys of mathematical achievement? (xsd:string)
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  • The Oxford handbook of numerical cognition (xsd:string)
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  • In The Oxford handbook of numerical cognition, edited by Kadosh, R. C. and Dowker, A., 430-442, Oxford University Press, 2015 (xsd:string)
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