Analyzing in-service teachers’ process of mathematical literacy problem posing

Abstract

Posing mathematical literacy problems is one of the challenging issues in literacy studies. The present study focused on how to develop the ability to pose mathematical literacy problems. Within the context of the training given to middle school mathematics teachers on how to pose mathematical literacy problems, literacy problems were introduced. Each of the problems was discussed and evaluated regarding the structural characteristics and differences from the routine problems. Respectively, the steps of (i) completing an incomplete problem with a context as a mathematical literacy problem; (ii) evaluating the problems in the textbooks in terms of realistic problems and converting them into mathematical literacy problems; and (iii) conducting exercises for writing original mathematical literacy problems. It was concluded that teachers were more successful in creating contexts, that they tended to write operation-oriented problems, that they often used sentences ending with the words "please calculate" and "find" by being influenced by the traditional word-problem sentences contained in the textbooks, and that they had more difficulty in developing problems which should bring forward a mathematical suggestion than other problem types.

Unlocking the secrets of students’ mathematical literacy to solve mathematical problems: A systematic literature review

“…Based on the results of a systematic review with PRISMA process, collected 20 review articles from seven countries. Turkey dominates the distribution of research location with a percentage of 40% (Aksu et al, 2017;Aksu & Guzeller, 2016;Altun, 2017;Canbazoglu & Tarim, 2020;Kozakli Ulger et al, 2022;Ozgen, 2019;Tapan Broutin et al, 2021;Yenmez & Gokce, 2023), followed by Indonesia with a percentage of 35% (Dewantara et al, 2015;Fauzi & Chano, 2022;Firdaus & Herman, 2017;Jailani et al, 2020;Kholid et al, 2022;Kusuma et al, 2022;Zainiyah & Marsigit, 2019), and 5% of each in Korea (Hwang & Ham, 2021), South Africa (Botha et al, 2013), Saudi Arabia (Almarashdi & Jarrah, 2023), Norway (Haara, 2018), and Slovenia (Kolar & Hodnik, 2021). The distribution of countries can be seen clearly in Figure 3.…”

“…Based on the 20 articles obtained, the majority of students still need to improve their mathematical literacy, and 19 articles show low-quality mathematical literacy. From some countries (Figure 3), Turkey is the dominating country with eight studies (Aksu et al, 2017;Aksu & Guzeller, 2016;Altun, 2017;Canbazoglu & Tarim, 2020;Kozakli Ulger et al, 2022;Ozgen, 2019;Tapan Broutin et al, 2021;Yenmez & Gokce, 2023), followed by Indonesia with six studies (Dewantara et al, 2015;Fauzi & Chano, 2022;Firdaus & Herman, 2017;Jailani et al, 2020;Kholid et al, 2022;Kusuma et al, 2022), and South Korea with one study (Hwang & Ham, 2021), South Africa (Botha et al, 2013), Saudi Arabia (Almarashdi & Jarrah, 2023), Norway (Haara, 2018), and Slovenia (Kolar & Hodnik, 2021). Then, one of the studies located in Indonesia had high mathematical literacy results (Zainiyah & Marsigit, 2019).…”

“…From 19 studies, it can be observed that the quality of mathematical literacy is low. 14 studies revealed that students had difficulty formulating mathematical problems (Aksu et al, 2017;Aksu & Guzeller, 2016;Altun, 2017;Botha et al, 2013;Canbazoglu & Tarim, 2020;Fauzi & Chano, 2022;Firdaus & Herman, 2017;Haara, 2018;Hwang & Ham, 2021;Jailani et al, 2020;Kholid et al, 2022;Kolar & Hodnik, 2021;Ozgen, 2019;Tapan Broutin et al, 2021), three studies revealed that students had difficulty implementing formulas (Almarashdi & Jarrah, 2023;Dewantara et al, 2015;Kusuma et al, 2022), and the rest revealed difficulties in developing mathematical problems (Kozakli Ulger et al, 2022;Yenmez & Gokce, 2023;Zainiyah & Marsigit, 2019).…”

“…For example, higher order thinking skill (HOTS) problem has the characteristics of a minimum C4 problem (analysis) (Syafryadin et al, 2021). The difficulty experienced by mathematics teachers and prospective teachers is to create mathematical problems due to a lack of qualifications and experience (Ulger et al, 2022). Besides, teachers are the central controller in the learning process, so they are responsible for the abilities of their students (Puspitarini & Hanif, 2019).…”

Profil Kemampuan Literasi Matematika dalam Menyelesaikan Soal Berorientasi PISA Ditinjau dari Gaya Kognitif Siswa

“…Keikutsertaan Indonesia dalam kajian PISA bertujuan untuk mendapatkan informasi terkait nilai literasi siswa Indonesia untuk dibandingkan dengan negara yang lain masih jauh dan kurang memenuhi standar (Noviana & Murtiyasa, 2020). Siswa tidak terbiasa dengan masalah PISA karena mereka belum menemukan masalah pada umumnya dalam mata pelajaran atau buku teks mereka (Kozakli Ulger et al, 2022). Siswa harus dilatih dalam pemecahan permasalahan serta dapat menginterpretasikan pemikiran saat belajar dengan asesmen PISA (Romadhoni & Setyaningsih, 2022).…”