A prospective teacher to possess the ability of mathematical literacy in order to formulate, to apply, and to interpret mathematics in various contexts, including abilities to do mathematical reasoning and use mathematical concepts. The purpose of this research is to describe the mathematical abilities of the prospective elementary school teachers to solve mathematical literacy problems. We involved prospective teachers in the Elementary School Teacher Education Department as the research participants. This research is a qualitative research. Data collected by interview and test. The result of this study suggested that the ability of prospective teachers to solve basic mathematical literacy problems for levels 1 and level 2 were good, level 3 was enough, but for level 4 or above were still low. This was caused by the low ability of mathematical literacy. Pre-service teachers were rarely accustomed to solving literacy questions and they were less used to deal with the connection process in solving mathematical problems.
This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one rural primary school. Teachers ( n = 16) rated 282 first-- and second grade students on creativity, motivation, mathematics, and science. Results indicated the most variability in how teachers used the science scale and the least variability in the mathematics scales. Further, teachers rated female students higher than male students in motivation, but not on any other scale. More students were identified if the top students were identified in each class versus the top students in each grade level, and largely, the students who were identified within their classrooms were not the same students who were identified within their grade level. And as expected, OR rules resulted in the highest number of students identified. Implications and recommendations are discussed.
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