Denmark vs Netherlands: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 4
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 4 over time
- Denmark
- Netherlands
How they compare
Denmark currently reports 23.3% against 22.6% in Netherlands, a difference of 0.7%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Denmark ahead.
Denmark ranks 5th and Netherlands ranks 7th of 53 countries.
Across the 2 decades both report, Denmark averaged higher in 1 and Netherlands in 1.
Head to head by decade
| Decade | Denmark | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.0% | 23.4% | 0.3% | Netherlands |
| 2010s | 22.8% | 22.8% | 0.0% | Denmark |
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 4, Denmark or Netherlands?
- Denmark, at 23.3% against 22.6% in Netherlands as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 4 between Denmark and Netherlands?
- 0.7%, with Denmark ahead.
- How many years of comparable data are there for Denmark and Netherlands?
- 6 years are reported by both, from 2003 to 2018.
- How do Denmark and Netherlands rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 4?
- Denmark ranks 5th and Netherlands ranks 7th 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 4. 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 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. 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/