“PISA 2000, 2018, and 2022; origin, pre-pandemic and post-pandemic

Abstract

Due to the relevance of education in the world, this argumentative essay based on certain background develops a comparative analysis of the results in Mathematics of the emissions of 2000 -the beginning-, 2018 -pre pandemic- and 2022 -post pandemic- of the Program for the International Student Assessment (PISA), as a dependent variable not only on the intention and action of the different actors directly involved in the teaching-learning process, but also on other independent variables or contexts that They also gravitate and/or explain said phenomenon. Thus, to contextualize the dynamics of these educational results, the author crosses the PISA results with the Human Development Index (HDI) of the same years, as an explanatory variable, exogenous to the educational systems and independent of the OECD at the time of the application. The purpose of this analysis is to achieve a more comprehensive interpretation of these results, their historical behavior, the possible impact of COVID 19 and the findings that this type of studies can provide beyond interpretations that are too sophisticated or complex, or also biased or partial. of the educational phenomenon, as a way to support the definitions of public policies in education.