The main purposes of this research are to understand the connotation and definition of PISA Mathematical Literacy, according to the analysis of the item forms and the forms and the distribution situation of those assessing achievement and the gender differences of the student of the secondary school in Macao, as well as the relationshios between the personal factors and student performance on mathematics. The object of this research is that 631girl students and 619 boy students which up yo a amount of 1250, participating in the PISA-2003assessment. All these secondary school students aged from 15 years and 3 months old to 16 years and 2 months old. The instruments for this research are mainly the PISA-2003-assessment and the student's questionnaire , so first is to pick the student's cognitive file and student's personal file from OECD web-site, and fetch the materials of Macao, also downlodad relevant excel tables and sample questions. Forming charts by Microsoft Excel and running SPSS13.0 to carry out statistical analysis. The conclusions of this research are as follows: 1.PISA Mathematical Literacy can be assessed via testing, so as to assure the 15 year-olds students possess confirmation and understanding of the mathematical function in the society, and also the abilities of making mathematics judging and applying mathematics effectively with abundant foundation. 2. Questions for testing the moderate proficiency form a highest proportion in the PISA-2003assessment, questions for testing high proficiency centralized mainly on “Space and Shape”and “Change and Relationships", questions with relatively high difficulty apperar also in “Change and Relationships", more than half of the short response questions distributed to“Quantity", the relatively easier multiple-choice question falls in “Uncertainty”with almost half of the total amount. 3.Macao ranks the ninth position among the 41 countries, and the highest and lowest ranks are sixth and twelfth respectively, obtained an average mark of 527 points in the mathematics scale. Item response resultreveals there are 4.3% if students reached the highest level 6, 13.8% at level 5, 23.7% at level 4, 26.8% at level3, 19.6% at level 2, 8.8% at level 1, and 2.3% below level 1. 4.There is significant difference between the girls and the boys in the four mathematics areas, and the gender gap ranked third among all other countries. In the overall mathematics scale, with the highest proficiency at level 6, the boys exceed 3.8% than girls, whereas the difference is 10.7% at level 5 and 2.0% at level 4, but to the level 3, the girls obtained a higher proportion of 6.1% than boys, and at level 2, level 1 and below level 1, girls exceed the boys with 5.5%, 0.6% and 0.1% respectively. 5. Relationships between learner characteristics (index) and student performance I nmathematics(achievement): “Self-efficacy” significantly related to the performance in mathematics. Boys significantly higher than girls. “Self-concept” significantly related to the performance in mathematics. Boys significantly higher than girls. "Interest in and Enjoyment”significantly relted to the performance in mathematics. Boys significantly higher than girls. “Elaboration Strategies”significantly related to the performance in mathematics. Boys significantly higher than girls. “Control Strategies” is not significantly related to the performace in mathematics. Boys higher than girls, but not significant. "Instrumental Motivation"is not significantly related to the performance in mathematics. Boys significantly higher than girls. “Anxiety” significantly related to the performance in mathematics. Boys significantly lower than girls. “Memorization Strategies” significantly related to the performance in mathematics. Boys significantly lower than girls. but not significant.

本研究的主要目的是瞭解PISA數學素養之內涵及意義，根據分析PISA-2003的成 績報告，研究澳門中學生在PISA-2003評估計劃的數學素養表現，以及影響表現的個人因素。 本研究之對象是澳門滿 15周歲合共1250名的中學生，其中女生佔631名，而男生佔619名。參與許估計劃的學生年齡必須介乎十五歲零三個月及十六歲零兩月的中學生。 本研究所使用的資料主要是PISA-2003測驗數學素養的試題及學生問卷調査題本 兩項，為了要取得上述的資料，本人先從OECD的網站下載學生認知檔案、學生個人檔案以、澳門地區的資料、可公佈的題目檔。有開研究的數據以Microsoft Excel 進行整理製成圖表，SPSS檔內的數據則使用SPSS13.0去進行統計分析。本研究的結論如下: 一、 PISA的數學素養可經過測試去評估十五歲學生是否具備一定程度的知識與技能。PISA 測試著眼於探究一個個體在投入未來一生的生涯發展所必須具備的、能夠一輩子都運用得上的知識技能。 PISA-2003的题目分佈以測試中等能力的題佔多，測試高層次能力的題目主要集於「空間與圖形」及「改變與關係」兩個概念主題中，難度較高的開放式题型主要出現在「改變與關係」中;短答題超過一半以上分佈在「量」的主題內。較易答分的單項選擇題分佈在「不確定性」內。以由本次题目的深淺集中在中等力能方面，故澳門學生能取得較好的成績。而在高層次第五、第六級能力的表現澳門學生的通過率不算高。 三、在本次測試當中澳門地區在41個國家之中，整體的成績較理想，總體數學能力名列第九，最高及最低可分别是第六及第十二位，取得平均分527分。根據答題反應通過率的統計，處於第六等級的學生佔4.3%;具有第五級能力的約有13.8%;能力在第四級的佔有23.7%，第三等級的學生有26.8%;能力屬第二級的佔19.6%;第一等級的佔有8.8%;而能力在一級以下的有2.3% 四、 澳門男、女生在各個領域中的表現都有顯著差異，且這差異在國際上排列第三。在整體表現中，具備第六等級能力的男生多於女生3.8%，第五級則亦有10.7%的差異，第四等級差異只有2.0%，而第三等級則女生的比例多於男生6.1%，第二等級女生也以5.5%多於男生，在第一等級女生以0.6%高於男生，而一級以下水平的女生以 0.1%輕微多於男生。 五、 數學學習特徵(指數)與數學素養表現(成績)相關性結果如下: 「自我效能」與數學素養表現呈顯著相關、男生高於女生，且具顯著差異; 「自我概念」與數學素養表現呈顯著相關、男生高於女生，且具顯著差異; 「喜愛及興趣」與數學素養表現呈顯著相關、男生高於女生，且具顯著差異; 「連繫策略」與數學素養表現呈顯著相關、男生高於女生，且具顯著差異; 「控制策略」與數學素養表現呈顯著相關、男生高於女生，但無顯著差異; 「工具性動機」與數學素養表現呈顯著相關、男生高於女生， 「焦慮」與數學素養表現呈顯著相關、男生低於女生，且具顯著差異; 「記憶策略」與數學素養表現呈顯著相關、男生高於女生，且具顯著差異;