Veränderung der mathematischen Kompetenz von der neunten zur zehnten Klassenstufe

In this article we investigate how secondary level students’ mathematical competence develops within one school year. Mathematical competence was tested in grade 9 and again in grade 10, both in terms of mathematical literacy in the sense of PISA (n = 4610 students) and in terms of the German national educational standards (subsample of n = 3351 students). The development of mathematical competence in terms of both operationalizations within one year is reported for the overall population. Additionally, we investigate differences related to students’ gender, immigrant background and school type. Results show virtually no increase of mathematical literacy in the sense of PISA from grade 9 to grade 10. By contrast, the competence according to the German educational standards, which is more closely aligned with school curricula, increases by about one quarter of a standard deviation. Results are discussed in the light of similarities and differences of the two operationalizations of mathematical competence.