Mathematical competence (in the PISA sense) of future teachers

Abstract

PISA evaluates the functional knowledge in mathematics of fifteen-years-old pupils. In our research, we have evaluated this knowledge in preservice teachers in order to establish their level of competence in mathematical skills. In this research, we also compare this level with that of Secondary School pupils. Furthermore, this assessment can be used as the basis of a practical teaching methodology focused on the development of mathematical skills. We have related this level of competence with affective and attitudinal factors, according to 2003 PISA. Moreover, we have also related it with the capacity of solving problems, not only referring to mathematical ones, but also to problem-solving in a general sense. The results obtained allow us to reach conclusions which can be introduced into teacher education.