Secondary mathematics teachers' conceptions of mathematical literacy

Date

2019-01-01

Author

Genc, Murat
Erbaş, Ayhan Kürşat

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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

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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.