| Singapore | | |
% of 15 year old students who say that students don't listen to what the teacher says in their mathematics lessons | 16.7% (2022) [74/80countries] | | |
% of 15 year old students who say that there is noise and disorder in their mathematics lessons | 22.9% (2022) [65/80countries] | | |
% 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 | 15.8% (2022) [69/80countries] | | |
% of 15 year old students who say that students cannot work well in their mathematics lessons | 10.9% (2022) [78/80countries] | | |
% 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 | 12.6% (2022) [77/80countries] | | |
% of 15 year old students who say that students get distracted by using digital resources in their mathematics lessons | 27.5% (2022) [46/80countries] | | |
% of 15 year old students who say that students get distracted by other students who are using digital resources in their mathematics lessons | 20.9% (2022) [60/80countries] | | |
% of 15 year old students who say that the teacher shows an interest in every student's learning in their mathematics lessons | 76.4% (2022) [16/79countries] | | |
% of 15 year old students who say that the teacher gives extra help when students need it in their mathematics lessons | 85.9% (2022) [3/79countries] | | |
% of 15 year old students who say that the teacher helps students with their learning in their mathematics lessons | 87.4% (2022) [3/79countries] | | |
% of 15 year old students who say that the teacher continues teaching until the students understand in their mathematics lessons | 78.9% (2022) [9/79countries] | | |
% of 15 year old students who say that the teacher often asked them to solve mathematics problems without computing anything | 15.7% (2022) [32/80countries] | | |
% of 15 year old students who say that the teacher often asked them to explain how they solved a mathematics problem | 48.8% (2022) [35/80countries] | | |
% 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 | 36.6% (2022) [41/80countries] | | |
% of 15 year old students who say that the teacher often asked them to explain our reasoning when solving a mathematics problem | 51.3% (2022) [23/80countries] | | |
% of 15 year old students who say that the teacher often asked them to defend their answer to a mathematics problem | 34.5% (2022) [62/80countries] | | |
% of 15 year old students who say that the teacher often asked them to think about how new and old mathematics topics were related | 43.8% (2022) [12/80countries] | | |
% 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 | 50.7% (2022) [14/80countries] | | |
% 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 | 68.3% (2022) [2/80countries] | | |
% of 15 year old students who say that the teacher often taught them to memorize rules and apply them to solve mathematics problems | 68.0% (2022) [3/80countries] | | |
% 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 | 28.4% (2022) [19/76countries] | | |
% of 15 year old students who say that the teacher often showed them how mathematics can be useful in our everyday lives | 31.5% (2022) [33/76countries] | | |
% of 15 year old students who say that the teacher often encouraged them to think mathematically | 44.5% (2022) [20/76countries] | | |
% of 15 year old students who say that the teacher often taught them how to use mathematical logic when approaching new situations | 50.2% (2022) [11/76countries] | | |
% 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 | 56.0% (2022) [13/76countries] | | |
% 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 | 34.3% (2022) [24/76countries] | | |
% of 15 year old students who say that the teacher often asked them how different topics are connected to a bigger mathematical idea | 43.9% (2022) [15/76countries] | | |
% 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 | 33.7% (2022) [32/76countries] | | |
% of 15 year old students who say that the teacher often explained how different mathematical ideas connect to a larger context | 45.0% (2022) [17/76countries] | | |
% 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 | 56.0% (2022) [9/80countries] | | |
% of 15 year old students who have rarely or never calculated how much more expensive a computer would be after adding tax | 39.3% (2022) [64/80countries] | | |
% of 15 year old students who have rarely or never calculated how many square metres of tiles you need to cover a floor | 44.9% (2022) [20/80countries] | | |
% of 15 year old students who have rarely or never tried to understand scientific tables presented in an article | 44.5% (2022) [45/80countries] | | |
% of 15 year old students who have rarely or never solved an equation like 6x2 +5 = 29 | 10.7% (2022) [75/80countries] | | |
% 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 | 34.9% (2022) [72/80countries] | | |
% of 15 year old students who have rarely or never solved an equation like 2(x+3) = (x+3)(x-3) | 8.5% (2022) [76/80countries] | | |
% of 15 year old students who have rarely or never calculated the power consumption of an electronic appliance per week | 50.5% (2022) [54/80countries] | | |
% of 15 year old students who have rarely or never solved an equation like 3x+5=17 | 10.7% (2022) [73/80countries] | | |
% of 15 year old students who have rarely or never extracted mathematical information from diagrams, graphs, or simulations | 9.1% (2022) [80/80countries] | | |
% of 15 year old students who have rarely or never interpreted mathematical solutions in the context of a real-life challenge | 21.8% (2022) [77/80countries] | | |
% of 15 year old students who have rarely or never used the concept of statistical variation to make a decision | 26.4% (2022) [76/80countries] | | |
% of 15 year old students who have rarely or never identified mathematical aspects of a real-world problem | 22.4% (2022) [80/80countries] | | |
% of 15 year old students who have rarely or never identified constraints and assumptions behind mathematical modelling | 37.3% (2022) [61/80countries] | | |
% of 15 year old students who have rarely or never represented a situation mathematically using variables, symbols, or diagrams | 15.0% (2022) [80/80countries] | | |
% of 15 year old students who have rarely or never evaluated the significance of observed patterns in data | 23.0% (2022) [78/80countries] | | |
% of 15 year old students who have rarely or never tried coding/programming computers | 80.4% (2022) [2/80countries] | | |
% of 15 year old students who have rarely or never worked with computer mathematics systems | 51.3% (2022) [34/80countries] | | |
% of 15 year old students who have rarely or never calculated the properties of an irregularly shaped object | 34.3% (2022) [64/80countries] | | |