Portugal vs Slovenia: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5 over time
- Portugal
- Slovenia
How they compare
Portugal currently reports 10.9% against 10.8% in Slovenia, a difference of 0.1%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Slovenia ahead.
Portugal ranks 14th and Slovenia ranks 15th of 53 countries.
Slovenia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Portugal | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7.6% | 10.7% | 3.1% | Slovenia |
| 2010s | 10.4% | 11.1% | 0.6% | Slovenia |
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 5, Portugal or Slovenia?
- Portugal, at 10.9% against 10.8% in Slovenia as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 5 between Portugal and Slovenia?
- 0.1%, with Portugal ahead.
- How many years of comparable data are there for Portugal and Slovenia?
- 5 years are reported by both, from 2006 to 2018.
- How do Portugal and Slovenia rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 5?
- Portugal ranks 14th and Slovenia ranks 15th 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 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 male 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/