Israel vs Uruguay: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Israel
- Uruguay
How they compare
Israel currently reports 18.2% against 16.9% in Uruguay, a difference of 1.3%.
That makes Israel's figure about 1.1 times Uruguay's.
Across all 5 years both countries report, Israel has been ahead every year.
Israel ranks 40th and Uruguay ranks 43rd of 53 countries.
Israel has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Israel | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.0% | 18.2% | 0.8% | Israel |
| 2010s | 19.2% | 16.5% | 2.7% | Israel |
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 3, Israel or Uruguay?
- Israel, at 18.2% against 16.9% in Uruguay as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 3 between Israel and Uruguay?
- 1.3%, with Israel ahead.
- How many years of comparable data are there for Israel and Uruguay?
- 5 years are reported by both, from 2006 to 2018.
- How do Israel and Uruguay rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 3?
- Israel ranks 40th and Uruguay ranks 43rd 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 3. 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 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/