This report based on PISA 2012 results looks at how pupils might improve their ability to think quantitatively and solve real-life, complex problems. It shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. It suggests that ‘differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students’ and that ‘widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large’.

Further details, tables and reports.