Brazil vs Japan: PISA: 15-year-olds by mathematics proficiency level (%). Level 2
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Brazil
- Japan
How they compare
Japan currently reports 18.7% against 18.2% in Brazil, a difference of 0.5%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Japan ahead.
Brazil ranks 49th and Japan ranks 46th of 53 countries.
Across the 2 decades both report, Brazil averaged higher in 1 and Japan in 1.
Head to head by decade
| Decade | Brazil | Japan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 16.6% | 17.6% | 1.0% | Japan |
| 2010s | 18.6% | 17.6% | 1.0% | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 2, Brazil or Japan?
- Japan, at 18.7% against 18.2% in Brazil as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 2 between Brazil and Japan?
- 0.5%, with Japan ahead.
- How many years of comparable data are there for Brazil and Japan?
- 6 years are reported by both, from 2003 to 2018.
- How do Brazil and Japan rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 2?
- Brazil ranks 49th and Japan ranks 46th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by mathematics proficiency level (%). Level 2. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of 15-year-old students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/