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.
The purpose of this study is to reveal the role of computer technology in process of solving mathematical modeling problems (theoretical-experimental) of preservice mathematics teachers. The study sample consisted of 20 preservice teachers in their last year at the Elementary Mathematics Education Program at a state university. The participants worked on six mathematical modeling problems, three experimental and three theoretical problems, in groups of four. Each group was provided a computer with GeoGebra software and internet access and was free to use technology as they want. The data were collected from the videos recorded during their work, the focus group discussions, the screen casts of the groups on the computers and the observation notes of the researcher. The data that obtained from different sources were analyzed comparatively using content analysis. The determined codes are classified under the steps of the mathematical modeling process. The results of the study showed that technology facilitates complex and difficult mathematical modeling. For the experimental modeling problems, technology played an active role in every phase of the modeling. It was also used in all phases in the theoretical modeling problems except for the understanding the problem phase. For both the experimental and the theoretical modeling problems, technological tools allowed to analyze the relationships among the data dynamically, to obtain real-life data regarding the problem and produce hypotheses, to determine the variables and analyze the equivalent of the model results in real life. However, overconfidence about the results they obtained using the technology during the generation and verification of appropriate mathematical models yielded negative results. These results suggest that technology should be integrated in the mathematical modeling process in order to reduce the complexity of the modeling process and provide richer learning environments for students.
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