Brazil vs Uruguay: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Brazil
- Uruguay
How they compare
Brazil currently reports 26.1% against 24.6% in Uruguay, a difference of 1.5%.
That makes Brazil's figure about 1.1 times Uruguay's.
Across all 6 years both countries report, Brazil has been ahead every year.
Brazil ranks 8th and Uruguay ranks 11th of 53 countries.
Brazil has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Brazil | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.5% | 21.8% | 4.7% | Brazil |
| 2010s | 27.9% | 24.9% | 3.0% | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by mathematics proficiency level (%). level 1, Brazil or Uruguay?
- Brazil, at 26.1% against 24.6% in Uruguay as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 1 between Brazil and Uruguay?
- 1.5%, with Brazil ahead.
- How many years of comparable data are there for Brazil and Uruguay?
- 6 years are reported by both, from 2003 to 2018.
- How do Brazil and Uruguay rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 1?
- Brazil ranks 8th and Uruguay ranks 11th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1. 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 male students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. 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/