| Denmark | | |
% of 15 year old students who say that students don't listen to what the teacher says in their mathematics lessons | 21.8% (2022) [35/37countries] | | |
% of 15 year old students who say that there is noise and disorder in their mathematics lessons | 24.5% (2022) [30/37countries] | | |
% of 15 year old students who say that the teacher has to wait a long time for students to quiet down in their mathematics lessons | 15.0% (2022) [34/37countries] | | |
% of 15 year old students who say that students cannot work well in their mathematics lessons | 17.8% (2022) [31/37countries] | | |
% of 15 year old students who say that students do not start working for a long time after the lesson begins in their mathematics lessons | 20.8% (2022) [28/37countries] | | |
% of 15 year old students who say that students get distracted by using digital resources in their mathematics lessons | 30.9% (2022) [18/37countries] | | |
% of 15 year old students who say that students get distracted by other students who are using digital resources in their mathematics lessons | 25.0% (2022) [18/37countries] | | |
% of 15 year old students who say that the teacher shows an interest in every student's learning in their mathematics lessons | 64.4% (2022) [16/36countries] | | |
% of 15 year old students who say that the teacher gives extra help when students need it in their mathematics lessons | 71.0% (2022) [17/36countries] | | |
% of 15 year old students who say that the teacher helps students with their learning in their mathematics lessons | 80.4% (2022) [11/36countries] | | |
% of 15 year old students who say that the teacher continues teaching until the students understand in their mathematics lessons | 69.6% (2022) [11/36countries] | | |
% of 15 year old students who say that the teacher often asked them to solve mathematics problems without computing anything | 9.3% (2022) [30/37countries] | | |
% of 15 year old students who say that the teacher often asked them to explain how they solved a mathematics problem | 54.4% (2022) [7/37countries] | | |
% of 15 year old students who say that the teacher often asked them to explain what assumptions they were making when solving a mathematics problem | 49.3% (2022) [1/37countries] | | |
% of 15 year old students who say that the teacher often asked them to explain our reasoning when solving a mathematics problem | 39.8% (2022) [27/37countries] | | |
% of 15 year old students who say that the teacher often asked them to defend their answer to a mathematics problem | 40.1% (2022) [23/37countries] | | |
% of 15 year old students who say that the teacher often asked them to think about how new and old mathematics topics were related | 21.4% (2022) [35/37countries] | | |
% of 15 year old students who say that the teacher often encouraged them to think about how to solve mathematics problems in different ways than demonstrated in class | 37.2% (2022) [18/37countries] | | |
% of 15 year old students who say that the teacher often told them to keep trying even when they face difficulties with a mathematics task | 48.8% (2022) [27/37countries] | | |
% of 15 year old students who say that the teacher often taught them to memorize rules and apply them to solve mathematics problems | 52.7% (2022) [21/37countries] | | |
% of 15 year old students who say that the teacher often asked them to think of problems from everyday life that could be solved with new mathematics knowledge they learned | 22.0% (2022) [14/37countries] | | |
% of 15 year old students who say that the teacher often showed them how mathematics can be useful in our everyday lives | 25.6% (2022) [11/37countries] | | |
% of 15 year old students who say that the teacher often encouraged them to think mathematically | 36.6% (2022) [21/37countries] | | |
% of 15 year old students who say that the teacher often taught them how to use mathematical logic when approaching new situations | 29.6% (2022) [25/37countries] | | |
% of 15 year old students who say that the teacher often showed us how some problems that look difficult can be solved more easily by understanding how the number system is organized | 33.9% (2022) [30/37countries] | | |
% of 15 year old students who say that the teacher often gave problems from everyday life involving numbers and asked them to make a decision about the situation | 29.6% (2022) [10/37countries] | | |
% of 15 year old students who say that the teacher often asked them how different topics are connected to a bigger mathematical idea | 23.4% (2022) [26/37countries] | | |
% of 15 year old students who say that the teacher often encouraged them to think about how a problem from everyday life could be solved using mathematics | 29.2% (2022) [13/37countries] | | |
% of 15 year old students who say that the teacher often explained how different mathematical ideas connect to a larger context | 28.6% (2022) [25/37countries] | | |
% of 15 year old students who have rarely or never worked out from a train timetable how long it would take to get from one place to another | 22.5% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never calculated how much more expensive a computer would be after adding tax | 24.8% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never calculated how many square metres of tiles you need to cover a floor | 16.9% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never tried to understand scientific tables presented in an article | 35.2% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never solved an equation like 6x2 +5 = 29 | 13.1% (2022) [29/37countries] | | |
% of 15 year old students who have rarely or never tried to find the actual distance between two places on a map with a 1:10,000 scale | 28.2% (2022) [36/37countries] | | |
% of 15 year old students who have rarely or never solved an equation like 2(x+3) = (x+3)(x-3) | 12.0% (2022) [29/37countries] | | |
% of 15 year old students who have rarely or never calculated the power consumption of an electronic appliance per week | 46.4% (2022) [36/37countries] | | |
% of 15 year old students who have rarely or never solved an equation like 3x+5=17 | 10.1% (2022) [34/37countries] | | |
% of 15 year old students who have rarely or never extracted mathematical information from diagrams, graphs, or simulations | 9.7% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never interpreted mathematical solutions in the context of a real-life challenge | 21.5% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never used the concept of statistical variation to make a decision | 25.7% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never identified mathematical aspects of a real-world problem | 29.1% (2022) [36/37countries] | | |
% of 15 year old students who have rarely or never identified constraints and assumptions behind mathematical modelling | 27.8% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never represented a situation mathematically using variables, symbols, or diagrams | 15.9% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never evaluated the significance of observed patterns in data | 22.9% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never tried coding/programming computers | 69.4% (2022) [28/37countries] | | |
% of 15 year old students who have rarely or never worked with computer mathematics systems | 11.4% (2022) [37/37countries] | | |
% of 15 year old students who have rarely or never calculated the properties of an irregularly shaped object | 30.3% (2022) [35/37countries] | | |