| Czech Republic | | |
% of 15 year old students who say that students don't listen to what the teacher says in their mathematics lessons | 34.1% (2022) [11/37countries] | | |
% of 15 year old students who say that there is noise and disorder in their mathematics lessons | 30.7% (2022) [18/37countries] | | |
% 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 | 26.5% (2022) [18/37countries] | | |
% of 15 year old students who say that students cannot work well in their mathematics lessons | 21.0% (2022) [21/37countries] | | |
% 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 | 22.9% (2022) [24/37countries] | | |
% of 15 year old students who say that students get distracted by using digital resources in their mathematics lessons | 29.8% (2022) [22/37countries] | | |
% of 15 year old students who say that students get distracted by other students who are using digital resources in their mathematics lessons | 27.3% (2022) [12/37countries] | | |
% of 15 year old students who say that the teacher shows an interest in every student's learning in their mathematics lessons | 48.3% (2022) [34/36countries] | | |
% of 15 year old students who say that the teacher gives extra help when students need it in their mathematics lessons | 59.8% (2022) [33/36countries] | | |
% of 15 year old students who say that the teacher helps students with their learning in their mathematics lessons | 53.5% (2022) [33/36countries] | | |
% of 15 year old students who say that the teacher continues teaching until the students understand in their mathematics lessons | 44.7% (2022) [35/36countries] | | |
% of 15 year old students who say that the teacher often asked them to solve mathematics problems without computing anything | 11.8% (2022) [19/37countries] | | |
% of 15 year old students who say that the teacher often asked them to explain how they solved a mathematics problem | 43.2% (2022) [29/37countries] | | |
% 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 | 33.8% (2022) [31/37countries] | | |
% of 15 year old students who say that the teacher often asked them to explain our reasoning when solving a mathematics problem | 38.7% (2022) [30/37countries] | | |
% of 15 year old students who say that the teacher often asked them to defend their answer to a mathematics problem | 31.8% (2022) [31/37countries] | | |
% of 15 year old students who say that the teacher often asked them to think about how new and old mathematics topics were related | 27.9% (2022) [26/37countries] | | |
% 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 | 32.1% (2022) [27/37countries] | | |
% 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 | 35.7% (2022) [36/37countries] | | |
% of 15 year old students who say that the teacher often taught them to memorize rules and apply them to solve mathematics problems | 46.4% (2022) [29/37countries] | | |
% 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 | 17.1% (2022) [25/37countries] | | |
% of 15 year old students who say that the teacher often showed them how mathematics can be useful in our everyday lives | 20.7% (2022) [28/37countries] | | |
% of 15 year old students who say that the teacher often encouraged them to think mathematically | 30.8% (2022) [30/37countries] | | |
% of 15 year old students who say that the teacher often taught them how to use mathematical logic when approaching new situations | 25.0% (2022) [33/37countries] | | |
% 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 | 32.2% (2022) [35/37countries] | | |
% 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 | 16.9% (2022) [34/37countries] | | |
% of 15 year old students who say that the teacher often asked them how different topics are connected to a bigger mathematical idea | 18.9% (2022) [34/37countries] | | |
% 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 | 19.9% (2022) [31/37countries] | | |
% of 15 year old students who say that the teacher often explained how different mathematical ideas connect to a larger context | 26.3% (2022) [27/37countries] | | |
% 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 | 39.9% (2022) [30/37countries] | | |
% of 15 year old students who have rarely or never calculated how much more expensive a computer would be after adding tax | 54.1% (2022) [12/37countries] | | |
% of 15 year old students who have rarely or never calculated how many square metres of tiles you need to cover a floor | 25.6% (2022) [35/37countries] | | |
% of 15 year old students who have rarely or never tried to understand scientific tables presented in an article | 55.3% (2022) [10/37countries] | | |
% of 15 year old students who have rarely or never solved an equation like 6x2 +5 = 29 | 14.9% (2022) [22/37countries] | | |
% 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 | 42.2% (2022) [32/37countries] | | |
% of 15 year old students who have rarely or never solved an equation like 2(x+3) = (x+3)(x-3) | 11.5% (2022) [31/37countries] | | |
% of 15 year old students who have rarely or never calculated the power consumption of an electronic appliance per week | 60.9% (2022) [19/37countries] | | |
% of 15 year old students who have rarely or never solved an equation like 3x+5=17 | 12.5% (2022) [27/37countries] | | |
% of 15 year old students who have rarely or never extracted mathematical information from diagrams, graphs, or simulations | 42.1% (2022) [1/37countries] | | |
% of 15 year old students who have rarely or never interpreted mathematical solutions in the context of a real-life challenge | 56.0% (2022) [4/37countries] | | |
% of 15 year old students who have rarely or never used the concept of statistical variation to make a decision | 70.2% (2022) [2/37countries] | | |
% of 15 year old students who have rarely or never identified mathematical aspects of a real-world problem | 64.4% (2022) [1/37countries] | | |
% of 15 year old students who have rarely or never identified constraints and assumptions behind mathematical modelling | 43.5% (2022) [26/37countries] | | |
% of 15 year old students who have rarely or never represented a situation mathematically using variables, symbols, or diagrams | 38.3% (2022) [6/37countries] | | |
% of 15 year old students who have rarely or never evaluated the significance of observed patterns in data | 61.9% (2022) [1/37countries] | | |
% of 15 year old students who have rarely or never tried coding/programming computers | 76.9% (2022) [5/37countries] | | |
% of 15 year old students who have rarely or never worked with computer mathematics systems | 55.7% (2022) [13/37countries] | | |
% of 15 year old students who have rarely or never calculated the properties of an irregularly shaped object | 50.8% (2022) [10/37countries] | | |