The Comparative Assessment of the Results of PISA Mathematical Literacy in terms of Socio-Economic and Socio-Cultural Variables

Abstract

The aim of this study is to evaluate the results of PISA mathematical literacy in terms of socio-economic and socio-cultural variables. In this context, the exam results of Turkey and the highest performing five participating OECD countries (Finland, Korea, Holland, Japan andCanada) and the variables affecting the state of success or failure were compared and analyzed.In this descriptive study, the data were gathered from publications in which results of PISA areanalyzed and the related websites (MEB, 2008, 2009; OECD, 2007, 2008; PISA, 2009). Results ofthis study suggest that the success of Turkey on mathematical literacy is much lower than the countries previously named and the other participating ones. The results also show that, Turkisheducation is unable to educate individuals who have the abilities of effective thinking, problemsolving with communicative talents that are also known as the basic educational purposes of thissystem. It is obvious that the parted amount of budget for education and research, the expenses for each student and national income per head in Turkey are considerably low.