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An Analysis of The Questions on Mathematical Literacy Designed by Mathematics Teachers with A Postgraduate Degree

Year 2023, Volume: 16 Issue: 3, 617 - 640, 28.07.2023

Ebru Saka

https://doi.org/10.30831/akukeg.1238865

Abstract

This study aimed to examine the mathematical literacy questions designed by mathematics teachers with a postgraduate degree on mathematical literacy, in relation to the categories of mathematical content, real-life context, and mathematical processes, which are all defined as the dimensions of the PISA mathematical literacy framework. Another aim of the study is to investigate the appropriateness of the classifications made by mathematics teachers for the mathematical literacy questions they designed. The design of the study is a case study in qualitative research methods. The participants of the study consisted of six secondary school mathematics teachers, who had attended a postgraduate mathematical literacy course in Turkey. Data were obtained from eighteen questions on mathematical literacy designed by six participants and from the classifications made for the questions. As a result of the study, the majority of the questions designed by the participants turned out to fall in the category of ‘change and relationships’ and questions related to the real-life situations were mostly designed in the category of ‘personal’ context, with the least number of questions designed in the ‘scientific’ and ‘societal’ contexts. When the questions were examined in terms of the mathematical processes, most of them appeared to include all three categories of mathematical processes.

Keywords

mathematical literacy mathematics teachers question design

References

  • Akbaşlı, S., Şahin, M., & Yaykiran, P. S. Z. (2017). Teacher qualification influence on teaching cross-curricular skills: A study based on PISA 2015 assessment. Journal of Education and Practice, 8(18), 21-29.
  • Altun, M. (2020). Matematik okuryazarlığı el kitabı. Aktüel Alfa Akademi Yayıncılık.
  • Aydoğdu İskenderoglu, T., & Baki, A. (2011). Quantitative analysis of pre-service elementary mathematics teachers’ opinions about doing mathematical proof. Educational Sciences: Theory and Practice, 11(4), 2285-2290.
  • Bansilal, S., James, A., & Webb, L. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35(1), 1-10. https://hdl.handle.net/10520/EJC167028
  • Baran-Saraç, A. B. (2021). A study on development of prospective middle school ‘teachers’ competence of posing mathematical literacy problems [Unpublished Master’s thesis]. Middle East Technical University.
  • Baştürk-Şahin, B. N. (2021). Analysing mathematics teachers’ professional development on mathematical literacy within the framework of documentational approach [Unpublished Master’s thesis]. Bursa Uludağ University.
  • Baştürk-Şahin, B. N., & Altun, M. (2019). Investigating mathematical literacy problems that pre-service mathematics teachers posed by means of mathematical processes. Western Anatolia Journal of Educational Sciences, 10(2), 146-161.
  • Bozkurt, I. (2019). The investigation of the development of students’ mathematical literacy who are educated by mathematic teachers trained about mathematical literacy [Unpublished doctoral dissertation]. Bursa Uludag University.
  • Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş., Demirel, F., & Kılıç, E. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Canbazoglu, H. B., & Tarım, K. (2021). Mathematical literacy problem posing skills and mathematical activity development processes of primary school teacher candidates. Journal of National Education, 50(231), 147-172. https://doi.org/10.37669/milliegitim.743434
  • Demir, F., & Altun, M. (2018). Development of mathematical literacy question writing process and skills Education and Science, 43(194), 19-41. http://dx.doi.org/10.15390/EB.2018.7111
  • Edge, D. L. (2009). Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status and avid enrollment with high scholl math course completion and college readiness [Unpublished doctoral dissertation]. University of North Texas.
  • Ekinci, O., & Bal, A. P. (2019). Evaluation of high school entrance exam (LGS) 2018 in terms of mathematics learning field and revised bloom taxonomy. Journal of Social Sciences of Mus Alparslan University, 7(3), 9-18. https://doi.org/10.18506/anemon.462717
  • Genç, M., & Erbaş, A. K. (2019). Secondary mathematics ‘teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 222-237. https://ijemst.org/index.php/ijemst/article/view/611
  • Gürbüz, M. Ç. (2014). The effect of PISA mathematical literacy teaching on writing PISA questions and mathemati̇cal literacy [Unpublished Master’s thesis]. Bursa Uludağ University.
  • Handal, B., & Herrington, A. (2003). Mathematics ‘teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
  • Kohar, A. W., Wardani, A. K., & Fachrudin, A. D. (2019). Profiling context-based mathematics tasks developed by novice PISA-like task designers. Journal of Physics Conference Series, 1200(1), 012014. https://doi.org/10.1088/1742-6596/1200/1/012014
  • Kozaklı-Ülger, T., Bozkurt, I., & Altun, M. (2022). Analyzing in-service ‘teachers’ process of mathematical literacy problem posing. International Electronic Journal of Mathematics Education, 17(3), em0687. https://doi.org/10.29333/iejme/11985
  • Mammadov, R., & Çimen, I. (2019). Optimizing teacher quality based on student performance: A data envelopment analysis on PISA and TALIS. International Journal of Instruction, 12(4), 767-788.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Milton, M., Rohl, M., & House, H. (2007). Secondary beginning teacher’s preparedness to teach literacy and numeracy: A survey. Australian Journal of Teacher Education (Online), 32(2), 37-56.
  • Ministry of Education [MONE]. (2019). Ministry of Education [MONE]. (2019). PISA 2018 Turkey preliminary report. Education Analysis and Evaluation Reports Series.
  • Mosher, C. A. (2015). Curriculum redesign with an emphasis on mathematical literacy in an 8th grade function unit [Unpublished Master’s thesis]. The College at Brockport: State University of New York.
  • National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
  • Organisation for Economic Co-operation and Development. OECD. (2013). PISA 2012 assessment and analytical framework. Mathematics, reading, science, problem solving and financial literacy. OECD Publishing.
  • Organisation for Economic Co-operation and Development. OECD. (2016). PISA 2015 assessment and analytical framework. Science, reading, mathematics and financial literacy. OECD Publishing.
  • Organisation for Economic Co-operation and Development. OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.
  • Özgen, K. (2019). Problem-posing skills for mathematical literacy: The sample of teachers and pre-service teachers. Eurasian Journal of Educational Research, 19(84), 179-212. https://doi.org/10.14689/ejer.2019.84.9
  • Öztürk, N. (2020). Classification of the high school central exam math questions according to the PISA mathematical literacy levels [Unpublished Master’s thesis]. Sakarya University.
  • Saenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematics, 71(2), 123-143.
  • Suharta, I., & Suarjana, I. (2018). A case study on mathematical literacy of prospective elementary school teachers. International Journal of Instruction, 11(2), 413-424. https://files.eric.ed.gov/fulltext/EJ1174910.pdf
  • Şahin, O., & Başgül, M. (2018). Examination of pre-service mathematics ‘teachers’ ability to pose PISA problems. International Journal of Field Education, 4(2), 128-148. https://doi.org/10.32570/ijofe.483163
  • Temel, H., & Altun, M. (2020). The effect of problem-solving strategies education on developing mathematical literacy. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 16(2), 275-303. https://doi.org/10.17522/balikesirnef.1164584

Lisansüstü Eğitim Gören Matematik Öğretmenlerinin Tasarladıkları Matematik Okuryazarlığı Sorularının İncelenmesi

Year 2023, Volume: 16 Issue: 3, 617 - 640, 28.07.2023

Ebru Saka

https://doi.org/10.30831/akukeg.1238865

Abstract

Bu çalışmada lisansüstü matematik okuryazarlığı eğitimi almış matematik öğretmenlerinin tasarlamış oldukları matematik okuryazarlığı sorularını; PISA matematik okuryazarlığı çerçevesinin matematiksel içerik, gerçek yaşam kategorileri ve matematiksel süreçler boyutları açısından incelemek amaçlanmıştır. Bununla birlikte matematik öğretmenlerinin tasarladıkları matematik okuryazarlığı sorularına yönelik matematiksel içerik, gerçek yaşam kategorileri ve matematiksel süreçler açısından yaptıkları sınıflandırmaların uygunluğunun araştırılması çalışmanın bir diğer amacıdır. Çalışmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcıları Türkiye’de bir devlet üniversitesinde lisansüstü matematik okuryazarlığı dersine devam eden altı ilkokul matematik öğretmeninden oluşmaktadır. Araştırmanın verileri katılımcıların tasarladığı üçer matematik okuryazarlığı sorusundan ve bu sorulara yönelik yaptıkları sınıflandırmalardan elde edilmiştir. Araştırmanın sonucunda katılımcıların tasarladıkları soruların büyük kısmının matematiksel içerik alanı bakımından değişim ve ilişkiler kategorisinde yer aldığı, gerçek yaşam kategorisi açısından soruların çoğunlukla kişisel bağlam kategorisinde tasarlandığı, en az sorunun ise bilimsel ve toplumsal bağlamda tasarlandığı tespit edilmiştir. Tasarlanan sorular içerdikleri matematiksel süreçler açısından incelendiğinde soruların büyük kısmının her üç matematiksel süreç kategorisini içerdiği belirlenmiştir.

Keywords

matematik okuryazarlığı matematik öğretmenleri soru tasarlama

References

  • Akbaşlı, S., Şahin, M., & Yaykiran, P. S. Z. (2017). Teacher qualification influence on teaching cross-curricular skills: A study based on PISA 2015 assessment. Journal of Education and Practice, 8(18), 21-29.
  • Altun, M. (2020). Matematik okuryazarlığı el kitabı. Aktüel Alfa Akademi Yayıncılık.
  • Aydoğdu İskenderoglu, T., & Baki, A. (2011). Quantitative analysis of pre-service elementary mathematics teachers’ opinions about doing mathematical proof. Educational Sciences: Theory and Practice, 11(4), 2285-2290.
  • Bansilal, S., James, A., & Webb, L. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35(1), 1-10. https://hdl.handle.net/10520/EJC167028
  • Baran-Saraç, A. B. (2021). A study on development of prospective middle school ‘teachers’ competence of posing mathematical literacy problems [Unpublished Master’s thesis]. Middle East Technical University.
  • Baştürk-Şahin, B. N. (2021). Analysing mathematics teachers’ professional development on mathematical literacy within the framework of documentational approach [Unpublished Master’s thesis]. Bursa Uludağ University.
  • Baştürk-Şahin, B. N., & Altun, M. (2019). Investigating mathematical literacy problems that pre-service mathematics teachers posed by means of mathematical processes. Western Anatolia Journal of Educational Sciences, 10(2), 146-161.
  • Bozkurt, I. (2019). The investigation of the development of students’ mathematical literacy who are educated by mathematic teachers trained about mathematical literacy [Unpublished doctoral dissertation]. Bursa Uludag University.
  • Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş., Demirel, F., & Kılıç, E. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Canbazoglu, H. B., & Tarım, K. (2021). Mathematical literacy problem posing skills and mathematical activity development processes of primary school teacher candidates. Journal of National Education, 50(231), 147-172. https://doi.org/10.37669/milliegitim.743434
  • Demir, F., & Altun, M. (2018). Development of mathematical literacy question writing process and skills Education and Science, 43(194), 19-41. http://dx.doi.org/10.15390/EB.2018.7111
  • Edge, D. L. (2009). Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status and avid enrollment with high scholl math course completion and college readiness [Unpublished doctoral dissertation]. University of North Texas.
  • Ekinci, O., & Bal, A. P. (2019). Evaluation of high school entrance exam (LGS) 2018 in terms of mathematics learning field and revised bloom taxonomy. Journal of Social Sciences of Mus Alparslan University, 7(3), 9-18. https://doi.org/10.18506/anemon.462717
  • Genç, M., & Erbaş, A. K. (2019). Secondary mathematics ‘teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 222-237. https://ijemst.org/index.php/ijemst/article/view/611
  • Gürbüz, M. Ç. (2014). The effect of PISA mathematical literacy teaching on writing PISA questions and mathemati̇cal literacy [Unpublished Master’s thesis]. Bursa Uludağ University.
  • Handal, B., & Herrington, A. (2003). Mathematics ‘teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
  • Kohar, A. W., Wardani, A. K., & Fachrudin, A. D. (2019). Profiling context-based mathematics tasks developed by novice PISA-like task designers. Journal of Physics Conference Series, 1200(1), 012014. https://doi.org/10.1088/1742-6596/1200/1/012014
  • Kozaklı-Ülger, T., Bozkurt, I., & Altun, M. (2022). Analyzing in-service ‘teachers’ process of mathematical literacy problem posing. International Electronic Journal of Mathematics Education, 17(3), em0687. https://doi.org/10.29333/iejme/11985
  • Mammadov, R., & Çimen, I. (2019). Optimizing teacher quality based on student performance: A data envelopment analysis on PISA and TALIS. International Journal of Instruction, 12(4), 767-788.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Milton, M., Rohl, M., & House, H. (2007). Secondary beginning teacher’s preparedness to teach literacy and numeracy: A survey. Australian Journal of Teacher Education (Online), 32(2), 37-56.
  • Ministry of Education [MONE]. (2019). Ministry of Education [MONE]. (2019). PISA 2018 Turkey preliminary report. Education Analysis and Evaluation Reports Series.
  • Mosher, C. A. (2015). Curriculum redesign with an emphasis on mathematical literacy in an 8th grade function unit [Unpublished Master’s thesis]. The College at Brockport: State University of New York.
  • National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
  • Organisation for Economic Co-operation and Development. OECD. (2013). PISA 2012 assessment and analytical framework. Mathematics, reading, science, problem solving and financial literacy. OECD Publishing.
  • Organisation for Economic Co-operation and Development. OECD. (2016). PISA 2015 assessment and analytical framework. Science, reading, mathematics and financial literacy. OECD Publishing.
  • Organisation for Economic Co-operation and Development. OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.
  • Özgen, K. (2019). Problem-posing skills for mathematical literacy: The sample of teachers and pre-service teachers. Eurasian Journal of Educational Research, 19(84), 179-212. https://doi.org/10.14689/ejer.2019.84.9
  • Öztürk, N. (2020). Classification of the high school central exam math questions according to the PISA mathematical literacy levels [Unpublished Master’s thesis]. Sakarya University.
  • Saenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematics, 71(2), 123-143.
  • Suharta, I., & Suarjana, I. (2018). A case study on mathematical literacy of prospective elementary school teachers. International Journal of Instruction, 11(2), 413-424. https://files.eric.ed.gov/fulltext/EJ1174910.pdf
  • Şahin, O., & Başgül, M. (2018). Examination of pre-service mathematics ‘teachers’ ability to pose PISA problems. International Journal of Field Education, 4(2), 128-148. https://doi.org/10.32570/ijofe.483163
  • Temel, H., & Altun, M. (2020). The effect of problem-solving strategies education on developing mathematical literacy. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 16(2), 275-303. https://doi.org/10.17522/balikesirnef.1164584
There are 34 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ebru Saka 0000-0003-1975-3160

Early Pub Date July 26, 2023
Publication Date July 28, 2023
Submission Date January 18, 2023
Published in Issue Year 2023 Volume: 16 Issue: 3

Cite

APA Saka, E. (2023). An Analysis of The Questions on Mathematical Literacy Designed by Mathematics Teachers with A Postgraduate Degree. Journal of Theoretical Educational Science, 16(3), 617-640. https://doi.org/10.30831/akukeg.1238865
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