Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Exploring secondary mathematics teachers’ conceptions of mathematical literacy
Download
index.pdf
Date
2017
Author
Genç, Murat
Metadata
Show full item record
Item Usage Stats
170
views
59
downloads
Cite This
The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered for this study were done by means of semi-structured interviews in three distinct stages with 16 in-service mathematics teachers from various types of secondary schools during the spring semester of 2014-2015. In order to capture more comprehensive understanding of teachers’ conception of mathematical literacy, each interview was also supplemented by researcher-designed tasks. The content analysis of data began with the data collection process with the help of the qualitative data analysis software NVivo10. The coding scheme was initially developed relying on the conceptual framework and research questions and then was expanded, and refined, in accordance with an ongoing analysis of the data. The results of this study indicated that teachers’ conceptions of the concept of mathematical literacy were identified as the nature of mathematical literacy, fundamental mathematical capabilities for mathematical literacy, and relationships between mathematics and mathematical literacy. Secondly, teachers’ conceptions of the effective development of mathematical literacy were classified as barriers to development of mathematical literacy, and central domains for mathematical literacy development. Finally, teachers’ conceptions of mathematics curriculum emphasizing mathematical literacy were categorized as challenges in curriculum implementation in the context of mathematical literacy, and recommended curriculum modifications in relation to mathematical literacy. Based on the research findings, teachers’ competence and disposition toward mathematical literacy, early mathematical literacy development, and mathematics curriculum emphasizing mathematical literacy understanding were reported to be of paramount importance for effective mathematical literacy development.
Subject Keywords
Mathematics
,
Mathematics teachers
,
Mathematics teachers
,
Education, Secondary
,
Teaching
URI
http://etd.lib.metu.edu.tr/upload/12620686/index.pdf
https://hdl.handle.net/11511/26222
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments
Erkek, Özlem; Işıksal Bostan, Mine; Department of Elementary Education (2017)
The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and docu...
Investigation into prospective middle school mathematics teachers' noticing of students' algebraic thinking within the context of pattern generalization
Özel, Zeynep.; Işıksal Bostan, Mine; Department of Secondary Science and Mathematics Education (2019)
The purpose of this study was to investigate prospective middle school mathematics teachers’ noticing skills of students’ algebraic thinking within the context of pattern generalization. In order to obtain in- depth exploration and understanding of issue, the qualitative research method, in particular, the case study design was used. Thirty-two prospective teachers who were studying at one of the public universities located in Ankara were selected via purposive sampling as participants. Data was collected i...
Developing eighth grade students’ mathematical practices in solids through argumentation: a design-based study
Şahin Doğruer, Şule; Akyüz, Didem; Department of Elementary Education (2018)
The purpose of this study was to obtain classroom mathematical practices of eighth graders’ during the concept of solids and to test the effectiveness of this content in an eighth-grade mathematics classroom. In this respect, an instructional sequence was used with guidance of a hypothetical learning trajectory. The context was basic elements of prisms, their surface area, basic elements of cylinder, its surface area and its volume. The process continued through four and half weeks. Argumentations, dynamic ...
A Case study on middle grade mathematics teachers’ use of questioning in teaching lines and angles
Yılmaz, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Education (2018)
The purpose of the study was to identify tools that help teachers to use in teacher questioning in middle-grade mathematics classrooms. In addition to this, the study aimed to examine teachers’ questioning behaviors concerning teachers' question types and the interaction among the tools for questioning and question types. This study was applied a multiple case with two middle grade mathematics teachers. The participant teachers were video recorded for the lines and angles topic. In one of the classroom, tec...
An Investigation of pre-service middle school mathematics teachers’ achievement levels in mathematical proof and the reasons of their wrong interpretations
Demiray, Esra; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2013)
The first purpose of the study is to investigate pre-service middle school mathematics teachers’ achievement levels in refutation, proof by contrapositive and proof by contradiction. The second purpose is to determine the reasons of their wrong interpretations in mentioned proof methods. The third purpose of the study is to investigate to what extent they can conduct valid proofs. As related to the third purpose, proof methods that they used in their valid proof and the reasons of conducting invalid proofs ...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Genç, “Exploring secondary mathematics teachers’ conceptions of mathematical literacy,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.