Mathematics Education Research Group of Australasia. 2014Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
This paper reports how the context in which a mathematics item is embedded impacts on students' performance. The performance of Year 10 students on four PISA items was compared with performance on variants with more familiar contexts. Performance was not better when they solved items with more familiar contexts but there was some evidence that items requiring the second-order use of context were more influenced by an alteration of context than items of first-order use. Recommendations for further study are included.
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