以往对学生学习机会的研究主要基于入学率统计,评价的是学生的入学机会,人人都能上学就是机会公平了。PISA2012将学习机会评价扩展到学生获得教学内容和实践方面的机会,在学生问卷中纳入了有关学生是否学过数学理论、概念和内容的问题,以及他们在数学课和考试中遇到这些内容的频率,PISA2012将学生在这方面的情况称之为学生的数学学习机会。这是一次新的尝试,尽管在问题设计上还有改进的空间,但仍然给我们提供了许多有用的信息。 In the past, the study of student learning opportunities was mainly based on the enrollment statistics, which assessed student enrollment opportunities. Everyone was able to go to school and the opportunity was fair. PISA2012 extends learning opportunity evaluations to students ’access to teaching content and practices. Students’ questionnaires incorporate questions about whether students have taken mathematical theories, concepts, and content, as well as what they encounter in math classes and exams Frequency, PISA 2012 refers to the student’s math learning opportunities in this area. This is a new attempt, and despite the room for improvement in problem design, it still gives us many useful pieces of information.