Matematik Öğretmenlerinin Matematik Okuryazarlığını Kavrayışlarının Bir Web Tabanlı PISA Eğitimine Katılımları Açısından İncelenmesi

Year 2023, Volume: 12 Issue: 2, 315 - 324, 15.04.2023

Tangül Uygur Kabael , Ayla Ata Baran

https://doi.org/10.14686/buefad.1053557

Abstract

Günümüz matematik eğitiminde öğretmenlerden yeterli matematik okuryazarlığı anlayışına sahip olmaları ve matematik okuryazarlığı anlayışını öğretim uygulamalarına nasıl entegre edeceklerini bilmeleri beklenmektedir. Bu bağlamda, bu araştırmada matematik öğretmenlerinin matematik okuryazarlığı kavrayışlarının, araştırmacılar tarafından matematik okuryazarlığı ve Programme for International Student Assessment (PISA) uluslararası değerlendirmesine ilişkin olarak desenlenmiş web tabanlı eğitime katılımları açısından incelenmesi amaçlanmaktadır. Bu amaç doğrultusunda araştırma nitel olarak desenlenmiş ve durum çalışması yöntemi benimsenmiştir. Araştırmanın katılımcıları ölçüt örnekleme yöntemi ile belirlenen 20 matematik öğretmeninden oluşmuştur. Araştırma verileri yarı-yapılandırılmış görüşmeler yoluyla toplanmış, veri analizi sürecinde ise içerik analizi yöntemi benimsenmiştir. Araştırma sonucunda, web-tabanlı öğrenme ortamını kullanan katılımcıların matematik okuryazarlığı kavramını günlük yaşamda karşılaşılan sorunların çözümünde matematiksel bilgi ve becerilerin işe koşulması ile ilişkili olarak ele aldıkları ve matematik okuryazarlığı gelişimini matematiksel düşünme becerisi gelişimi ile ilişkilendirdikleri görülmüştür. Diğer yandan, söz konusu öğrenme ortamını kullanmayan matematik öğretmenlerinin matematik okuryazarlığı kavramını matematiksel problemleri çözebilmek için bilgi ve beceri sahibi olmak şeklinde anlamlandırdıkları ve matematik okuryazarlığı gelişiminde matematiksel problem çözmeyi bir amaç olarak ele aldıkları sonucuna ulaşılmıştır.

Keywords

Matematik okuryazarlığı, Matematik okuryazarlığı kavrayışı, web-tabanlı PISA eğitimi, matematik öğretmeni

An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in a Web-Based PISA Course

Abstract

In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.

Keywords

Mathematical literacy, conception of mathematical literacy, web-based PISA education, mathematics teacher

References

• Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
• Bogdan, R., & Biklen, S. (2007). Qualitative research for education. Allyn & Bacon.
• Boričić, M. D., Vulić, I., & Videnović, M. (2020). Mathematical literacy and assessment: Differences between the PISA study paradigm and mathematics teachers’ conceptions. Malta Review of Educational Research, 14, 101-12.
• Botha, H., Maree, J., & Stols, G. (2013). Mathematical Literacy teachers: Can anyone be one? Perspectives in Education, 31(4), 180-194.
• Center for Research in Mathematics and Science Education. (2010). Breaking the cycle: An international comparison of U.S. mathematics teacher preparation. East Lansing: Michigan State University.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. (4th ed.). Sage Publications Ltd.
• Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 222-237.
• Goos, M., Geiger, V., & Dole, S. (2014). Transforming professional practice in numeracy teaching. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices (pp. 81–102). Dordrecht: Springer International Publishing.
• Jablonka, E. (2003). Mathematical literacy. In A. Bishop, M. Clements, C. Keitel, J. Kilpatrick, & F. E. Leung (Eds.), Second international handbook of mathematics education (pp. 75-102). Dordrecht, the Netherlands: Kluwer.
• Jamil, A. F., & Khusna, A. H. (2020). A worksheet characterized by open-ended approach to support students’ mathematical literacy. International Journal of Scientific & Technology Research, 9(4), 1063-1066.
• Lestari, N. D. S., Juniati, D., & Suwarsono, St. (2017). Preliminary study: Mathematics’ teacher conception in supporting the integration of mathematics’ literacy and mathematics teaching and learning. International Conference on Mathematics: Education, Theory, and Application (ICMETA), 76-83.
• Madongo, P. S. (2007). Perceptions of the notion of mathematical literacy as a competence and as a subject [Unpublished Master’s thesis]. University of KwaZulu-Natal.
• Marciniak, Z. (2015). A research mathematician’s view on mathematical literacy. In K. Stacey, & R. Turner (Eds.), Assessing mathematical literacy: The PISA experience. (pp.117-124). New York, NY: Springer.
• Martin, H. (2007). Mathematical literacy. Principal Leadership, 7(5), 28-31.
• McCrone, S. S., & Dossey, J. A. (2007). Mathematical literacy - it’s become fundamental. Principal Leadership, 7(5), 32-37.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
• Milton, M., Rohl, M., & House, H. (2007). Secondary beginning teachers‘ preparedness to teach literacy and numeracy: A survey. Australian Journal of Teacher Education, 33(2), 1-20.
• Organisation for Economic Co-operation and Development. (OECD). (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris, France: OECD Publishing.
• Organisation for Economic Co-operation and Development [OECD]. (2018). PISA 2021 mathematics framework (Draft). OECD Publishing. https://pisa2021maths.oecd.org/files/PISA%202021%20Mathematics%20Framework%20Draft.pdf
• Organisation for Economic Co-operation and Development [OECD] (2019). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
• Powell, A., & Anderson, C. (2007). Numeracy strategies for African American students: Successful partnerships. Childhood Education, 84(2), 70-84.
• Sfard, A., & Cole, M. (2003). Literate mathematical discourse: What it is and why should we care? Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Las Vegas, NV.
• Stacey, K. (2015). The real world and the mathematical world. In K. Stacey, & R. Turner (Eds.), Assessing mathematical literacy: The PISA experience. (pp. 57-84). New York, NY: Springer.
• Zhong, L., & Xu, X. (2019). Developing real life problem‐solving skills through situational design: A pilot study. Educational Technology Research and Development, 67, 1529–1545.