From page 1: … the more students are exposed to complex mathematics concepts and tasks, the better they perform on PISA applied mathematics problems (see PISA in Focus no. 63). A recipe to improve performance in PISA would thus be to make sure that all students are taught complex mathematics. But even this simple recipe can turn out half-baked if offering a more challenging curriculum to all students is not paired with greater and individualised support to struggling students.
From page 4: Giving all students similar opportunities to learn complex mathematics is a key strategy for tackling low performance and increasing equity. The difficulties and anxiety some students experience when facing complex mathematics should not be a reason to lower expectations, stream students who have not yet acquired certain skills into inferior mathematics programmes, or water down the content of instruction. Teachers need to have the resources, pedagogical tools and dispositions to teach heterogeneous classes effectively and provide additional support to struggling students. If teachers choose to differentiate instruction within their classes, they can opt for methods that do not segregate weak students further, such as flexible grouping.
You can also read the OECD Education & Skills Today blog on this release.
Check it out! Rowan