Unfolding the Practical of Numerical Literacy for Specialist in Teaching Mathematics

Abstract

This research aims to explain the typical rationale design of mathematics education research for a teacher to become a specialist in teaching mathematics. The structure shows learning environment as a natural way to address the teachers in their primary role and as the approach for effectively improving mathematics teaching -which is a didactical situations-based teaching model, illustrating how the model can be applied in real life by drawing from processes inherent in mathematics in a concrete case, turning out from a genetic view of mathematics, and relates to the consequences for teacher education in demanding special mathematical courses for teachers. That is a method by which the students acquire knowledge and skills more than in the past and acquire themself, delivering subject matter to develop their abilities. The main question formulated: What are the basic but practical teaching methods that can scientifically support the development of students to the expected goals? The teachers get two instruments: providing opportunities and stimulating individual growth. The result is students with an excellent foundation to penetrate mathematically in all matters, and the phenomenon of numerical literacy will be enlightened in terms of skills. In this case, students are no longer tuned to receive knowledge passively but to acquire it actively. For this reason, the characteristic of teaching methods is not instruction and reception but organization and activity.

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