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It contrasts Israel’s relatively low overall standing, high rate of failing students, and specific distribution patterns with Finland’s system known for stronger mathematics performance. The study aims to identify the main success factors behind mathematics achievement by examining correlations between PISA questionnaires and students’ math results across both education systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-can-we-learn-from-the-pisa-research-about-the-factors-and-parameters-affecting-the-success-of-student-achievements-in-mathematics-a-comparative-study-between-israel-and-finland1/588173/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-can-we-learn-from-the-pisa-research-about-the-factors-and-parameters-affecting-the-success-of-student-achievements-in-mathematics-a-comparative-study-between-israel-and-finland1/588173.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem in mathematics learning does the paper focus on in Israel?","Question",{"text":112,"@type":113},"It highlights a long-standing crisis in Israel’s mathematics learning performance, including Israel’s relatively low placement in recent PISA results and a high rate of students failing the mathematics test.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main goal of the comparative study between Israel and Finland?",{"text":117,"@type":113},"The goal is to compare students’ mathematics achievements in the Israeli and Finnish education systems to identify Israel’s challenges and extract lessons for improvement.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper use PISA to study success factors?",{"text":121,"@type":113},"It analyzes correlations between PISA questionnaires and student achievement in mathematics, focusing on PISA 2015 results to determine what success factors differ between the two countries.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588173,1792192017,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","WHAT CAN WE LEARN FROM THE PISA RESEARCH ABOUT THE FACTORS AND PARAMETERS AFFECTING THE SUCCESS  \nOF STUDENT ACHIEVEMENTS IN MATHEMATICS? A COMPARATIVE STUDY BETWEEN ISRAEL AND FINLAND1  \nShirly COHEN  \nAbstract. There is a crisis of many years in Israel in the subject of mathematics learning. In the last PISA tests, conducted by the OECD during the last ten years, Israel is placed 39-41 among all the countries participated the research. It was also found that all the years Israel \"won\" to be one of the first three countries with the highest grade distribution among all the countries and economic entities participating in general and among OECD countries in particular. In addition, it was found that rate of Israeli students who fail the mathematics test is one of the highest in the organization countries.  \nThe goal of this research is comparing students’ achievements in the Israeli education system and in the Finnish education system, which is considered a system with excellent achievements in mathematics and low-grade distribution rate in general and in mathematics grades in particular. This comparison is aimed to identify the Israeli education system's problems and learn the lessons to improve it.  \nThis article discusses the question what is the main success factor in mathematics in Israel compared to Finland according to the 2015 PISA test results and what can be learned from this difference? In this paper I have based on my research findings in which I analyzed the correlation between the PISA questionnaires and student achievement in mathematics.  \nKey words: OECD, mathematics, PISA test, learning achievements, education systems  \n1. Introduction  \nThe PISA research started in 2003 and was designed to enable each country to examine outputs in its education system and to evaluate students' achievements from a shared and agreed international perspective. The research is conducted once every three years, with students aged 15 years (in most countries they study in 9th-10th grades) . The research examines three areas of literacy: science, reading, and mathematics, and each research cycle emphasis one of them. The questions in this research examine knowledge in practical approach, knowledge that is essential to the \"adult world\", life skills and ability to solve complex problems that require integration of various domains emphasizing skills in order to examine if the student is ready enough to cope with what expects him in his adult life, does he know to translate what he has acquired in the education system (or outside it) to action in various fields, what tools and skills does he have, and whether it is enough to allow him cope what expects him in his life. Therefore, the student readiness towards his maturity in a modern country and developed economy is emphasized. Another characteristic is the economic point of view-the student's ability to integrate in economy and contribute to society. The test grades range between 200 and 800 and today, the average grade in the OECD countries for all skills is about 500 points, while low performance is defined as a  \n1 This paper was presented at the TDID Doctoral Students’ Conference, 14-16 May 2020.  \ngrade below 400 points (approximately). According to the OECD, a low-performing student is a student who lacks the required skills to take full part in modern society. In addition to the test, the participating students fill \"student questionnaire\" which include questions about the student himself, his family, his scholastic environment and his studies in the selected discipline (the emphasized discipline) (RAMA, 2016) .  \nMathematical literacy is defined as the individual's ability to formulate, apply and interpret mathematics in various contexts. It includes mathematical thinking and use of mathematical terms, procedures, facts and mathematical tools to describe, explain and predict different phenomena. It helps people to identify the role of mathematics in the world and formulate fu","cbCaihoW78kMG85f","https://ap.wps.com/l/cbCaihoW78kMG85f","pdf",306917,"English","# Introduction\n## PISA research purpose and design\n## Test structure, scoring, and student questionnaires\n## Mathematical literacy and task stages","[{\"question\":\"What problem in mathematics learning does the paper focus on in Israel?\",\"answer\":\"It highlights a long-standing crisis in Israel’s mathematics learning performance, including Israel’s relatively low placement in recent PISA results and a high rate of students failing the mathematics test.\"},{\"question\":\"What is the main goal of the comparative study between Israel and Finland?\",\"answer\":\"The goal is to compare students’ mathematics achievements in the Israeli and Finnish education systems to identify Israel’s challenges and extract lessons for improvement.\"},{\"question\":\"How does the paper use PISA to study success factors?\",\"answer\":\"It analyzes correlations between PISA questionnaires and student achievement in mathematics, focusing on PISA 2015 results to determine what success factors differ between the two countries.\"}]","WHAT CAN WE LEARN FROM THE PISA RESEARCH ABOUT THE FACTORS AND PARAMETERS AFFECTING THE SUCCESS OF STUDENT ACHIEVEMENTS IN MATHEMATICS? - A COMPARATIVE STUDY BETWEEN ISRAEL AND FINLAND1 | PDF",1792064682,23]