Greece vs Serbia, Republic of: PISA: 15-year-olds by mathematics proficiency level (%). Level 5
PISA: 15-year-olds by mathematics proficiency level (%). Level 5 over time
- Greece
- Serbia, Republic of
How they compare
Serbia, Republic of currently reports 4.2% against 3.2% in Greece, a difference of 1.0%.
That makes Serbia, Republic of's figure about 1.3 times Greece's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was Greece ahead.
Greece ranks 40th and Serbia, Republic of ranks 37th of 53 countries.
Across the 2 decades both report, Greece averaged higher in 1 and Serbia, Republic of in 1.
Head to head by decade
| Decade | Greece | Serbia, Republic of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4.2% | 2.5% | 1.7% | Greece |
| 2010s | 3.2% | 3.9% | 0.6% | Serbia, Republic of |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 5, Greece or Serbia, Republic of?
- Serbia, Republic of, at 4.2% against 3.2% in Greece as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 5 between Greece and Serbia, Republic of?
- 1.0%, with Serbia, Republic of ahead.
- How many years of comparable data are there for Greece and Serbia, Republic of?
- 5 years are reported by both, from 2003 to 2018.
- How do Greece and Serbia, Republic of rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 5?
- Greece ranks 40th and Serbia, Republic of ranks 37th 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 5. 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 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations 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/