Mathematical Circles Squared: A Third Collection of by Howard W. Eves

By Howard W. Eves

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47), includes tasks that represent both authored and message-based environments. Two of the questions are based on a blog, the third is based on a series of authored web pages and the fourth requires the reader to use both an e-mail message and authored web pages. Text format Performance on text format subscales were already reported in PISA 2000, where groups of countries showed differential reading performance on continuous and non-continuous texts, and boys’ and girls’ results were more similar on the non-continuous texts subscale than on continuous texts subscale.

The three broad aspects defined so far are not conceived of as entirely separate and independent, but rather as interrelated and interdependent. Indeed from a cognitive processing perspective they can be considered to be semi-hierarchical: it is not possible to interpret or integrate information without having first retrieved it, and it is not possible to reflect on or evaluate information without having accessed the information, and very likely made some sort of interpretation. In PISA, however, while it is acknowledged that all aspects (as cognitive processes) are likely to play some role in each task, each task is designed to emphasise one or another of the aspects.

Mixed and multiple format texts are also prevalent in both media, particularly in the digital medium. In continuous texts, organisation occurs graphically or visually by the separation of parts of the text into 40 © OECD 2010 PISA 2009 Results: What Students Know and Can Do – Volume I A PROFILE OF STUDENT PERFORMANCE IN READING 2 paragraphs, by paragraph indentation, by the breakdown of text into a hierarchy signalled by headings that help readers to recognise the organisation of the text, and by the use of formatting features such as different font sizes, and font types such as italic and boldface.

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