Montenegro vs Uruguay: PISA: 15-year-olds by mathematics proficiency level (%). Level 3
PISA: 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Montenegro
- Uruguay
How they compare
Montenegro currently reports 17.9% against 15.8% in Uruguay, a difference of 2.1%.
That makes Montenegro's figure about 1.1 times Uruguay's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Uruguay ahead.
Montenegro ranks 41st and Uruguay ranks 43rd of 53 countries.
Across the 2 decades both report, Montenegro averaged higher in 1 and Uruguay in 1.
Head to head by decade
| Decade | Montenegro | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.0% | 17.6% | 5.6% | Uruguay |
| 2010s | 15.6% | 15.2% | 0.4% | Montenegro |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 3, Montenegro or Uruguay?
- Montenegro, at 17.9% against 15.8% in Uruguay as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 3 between Montenegro and Uruguay?
- 2.1%, with Montenegro ahead.
- How many years of comparable data are there for Montenegro and Uruguay?
- 5 years are reported by both, from 2006 to 2018.
- How do Montenegro and Uruguay rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 3?
- Montenegro ranks 41st and Uruguay ranks 43rd 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 3. Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of 15-year-old students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. 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/