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The Impact of Teaching Strategies and Practices on Students' Mathematical Achievements in PISA: A Systematic Review.

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Title: The Impact of Teaching Strategies and Practices on Students' Mathematical Achievements in PISA: A Systematic Review.
Authors: Hulaj, Arijeta1 (AUTHOR), Vula, Eda1 (AUTHOR) eda.vula@uni-pr.edu, Berisha, Fatlume1 (AUTHOR)
Source: European Education. Sep2025, Vol. 57 Issue 3, p249-264. 16p.
Subject Terms: *Teaching methods, *Formative evaluation, *Academic motivation, *Educational technology, *Achievement tests, *Mathematical ability testing
Company/Entity: Programme for International Student Assessment
Abstract: Mathematical achievement and the factors that influence students' skills to apply their knowledge and reasoning to solving real-world problems are considered a critical area of study within the PISA framework. This study presents a systematic review of the impact of teaching strategies and practices on students' mathematical achievements in PISA. A total of 38 peer-reviewed papers that have focused on PISA assessment in various countries, published between 2000 and 2022, were analyzed. Key findings highlight the impact of teaching strategies, students' motivation, formative assessment and feedback, and classroom technology integration on students' mathematics achievement in PISA. Notably, while access to technology alone does not predict achievement, its meaningful integration into instruction plays a critical role. These insights offer guidance for improving instructional practices and policy reforms aimed at strengthening mathematics education in the context of global assessments like PISA. [ABSTRACT FROM AUTHOR]
Copyright of European Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22European+Education%22">European Education</searchLink>. Sep2025, Vol. 57 Issue 3, p249-264. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+tests%22">Achievement tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink>
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  Data: Mathematical achievement and the factors that influence students' skills to apply their knowledge and reasoning to solving real-world problems are considered a critical area of study within the PISA framework. This study presents a systematic review of the impact of teaching strategies and practices on students' mathematical achievements in PISA. A total of 38 peer-reviewed papers that have focused on PISA assessment in various countries, published between 2000 and 2022, were analyzed. Key findings highlight the impact of teaching strategies, students' motivation, formative assessment and feedback, and classroom technology integration on students' mathematics achievement in PISA. Notably, while access to technology alone does not predict achievement, its meaningful integration into instruction plays a critical role. These insights offer guidance for improving instructional practices and policy reforms aimed at strengthening mathematics education in the context of global assessments like PISA. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187890709
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        Value: 10.1080/10564934.2025.2546957
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Formative evaluation
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      – SubjectFull: Academic motivation
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      – SubjectFull: Educational technology
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      – SubjectFull: Mathematical ability testing
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              M: 09
              Text: Sep2025
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