Views of Prospective Middle School Mathematics Teachers on Mathematical Literacy

Date

2018-06-27

Author

Baran Saraç, Aniş Büşra
Işıksal Bostan, Mine

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Mathematical literacy is defined as “individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to engage in mathematics in ways that meet the needs of that individual’s current and future life as a constructive, concerned and reflective citizen.” (OECD 1999, 41). Mathematical literacy is measured via PISA (Programme of International Student Achievement) test questions which is an international exam repeated every three years aiming to assess 15 years old students’ knowledge and skills in reading skills, science and mathematics literacy. According to PISA reports mathematical literacy level of Turkish students was lower than many countries (OECD, 2014,, 2016). Mathematics teachers’ perspectives of implementation of PISA mathematics items are worth to investigate to improve mathematical literacy of students. In other words, teachers’ views about integration of PISA items into mathematics classes might give valuable implications about teachers’ way of teaching leading success in students’ math literacy. Thus, the purpose of the study is to investigate prospective middle school mathematics teachers’ opinions about the implementation of PISA mathematics items in line with Turkish middle school curriculum. Qualitative case study was used to collect data from 12 senior (fourth grade) prospective mathematics teachers enrolled in a teacher education program in Ankara, Turkey. Participants were chosen purposively. State differently, prospective teachers who have completed teaching methods and school experience courses were selected since they are the participants who have potential to discuss place and importance of math literacy in mathematics classes. During the data collection, researchers gave sample PISA items to the participants and let them analyze the structure and the content of the items. Then, a questionnaire was used to collect prospective teachers’ opinions about the appropriateness of implementation of PISA items in Turkish middle school curriculum. Data analysis showed that, 10 prospective teachers stated that PISA items were not suitable to Turkish students. On the other hand, 2 of them stated that questions could be implemented into math classes since mathematics standards of Turkish Educational System and standards defined by PISA were parallel and Turkish students have competence to solve PISA items. Seven prospective teachers who emphasized that items were not suitable for Turkish students stated that types of assessment used during mathematics lessons aimed to improve students’ operational skills and do not put emphasis on real world connection. Therefore, students are not familiar with the questions asked in PISA tests. In addition, of the prospective teachers stated that since Turkish educational system mostly focus on the memorization of basic facts, PISA test questions are not suitable to implement into Turkish math classes. Lastly, 3 prospective teachers claimed that items weren’t suitable for Turkish students since teachers don’t have adequate knowledge to adapt items in lessons. Therefore, it is suggested that prospective teachers should be provided with an environment where they will observe PISA-style questions during their higher education. By this way, they could enhance their knowledge on math literacy and could implement PISA type questions in their future practices.

URI

http://ubek-icse.com/Ubek_Abstract_Proceedings/UBEK2018_March_Proceedings.pdf
https://hdl.handle.net/11511/109030

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Department of Mathematics and Science Education, Conference / Seminar