Secondary mathematics teachers' conceptions of mathematical literacy

Date

2019-01-01

Author

Genc, Murat
Erbaş, Ayhan Kürşat

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

141
views

0
downloads

The purpose of this study was to investigate secondary mathematics teachers' conceptions of mathematical literacy, which are important to consider when is essential to address in designing and implementing effective approaches. Data sources included semi-structured interviews with 16 in-service mathematics teachers from different types of secondary schools. Data analysis utilized open coding in order to identify and label patterns and themes. Results indicated that teachers' conceptions of mathematical literacy could be categorized into seven groups: (i) Possession of mathematical knowledge and skills, (ii) Functional mathematics, (iii) Problem solving, (iv) Mathematical thinking, reasoning and argumentation (v) Innate mathematical ability, (vi) Conceptual understanding, and (vii) Motivation to learn mathematics. The teachers participated in this study often expressed multiple and simultaneously held conceptions of mathematical literacy. Even though this would suggest that teachers may have confusing and ambiguous understandings of the nature of mathematical literacy, it may also reflect richness in teachers' understanding of various aspects of mathematical literacy.

Subject Keywords

Mathematics education, Mathematical literacy, Secondary mathematics teachers, Teachers' conceptions

URI

https://hdl.handle.net/11511/55111

Journal

International Journal of Education in Mathematics, Science and Technology

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Exploring secondary mathematics teachers’ conceptions of mathematical literacy Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017) 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 fo...
Secondary mathematics teachers' subject matter knowledge of quadratic functions and its contribution to student learning outcomes Karacı Yaşa, Gülzade; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2022-8-31) The purpose of the present study was to investigate secondary mathematics teachers’ subject matter knowledge (SMK) of quadratic functions and its contribution to teachers’ instructional practice and student learning outcomes. The study was carried out in two stages. In the first stage, a questionnaire was administered to 18 secondary mathematics teachers to identify their SMK of quadratic functions, which has three sub-components: common content knowledge (CCK), specialized content knowledge (SCK), and hori...
Middle school mathematics teachers’ perceptions of inclusion and their use of teaching strategies in basic arithmetical operations and problems Gülden, Berna; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019) The aim of this study is to examine the perceptions of middle school mathematics teachers about inclusion and their teaching strategies in basic arithmetical operations and problems. In addition, the other purpose is to investigate opinions of middle school mathematics teachers about touch point, concrete-representational-abstract (CRA) and virtual-representational-abstract (VRA) strategies. The study was carried out in the 2018-2019 academic year in a middle school in Küçükçekmece, Istanbul with six mathem...
Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad Kaplan, Merve; Çetinkaya, Bülent; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2011) Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in va...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01) The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...

Citation Formats

M. Genc and A. K. Erbaş, “Secondary mathematics teachers’ conceptions of mathematical literacy,” International Journal of Education in Mathematics, Science and Technology, pp. 222–237, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55111.