An Analysis of the Questions on Mathematical Literacy Designed by Mathematics Teachers with a Postgraduate Degree

Autor/in	Saka, Ebru
Titel	An Analysis of the Questions on Mathematical Literacy Designed by Mathematics Teachers with a Postgraduate Degree
Quelle	In: Journal of Theoretical Educational Science, 16 (2023) 3, S.617-640 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saka, Ebru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Secondary School Teachers; Foreign Countries; Mathematics Skills; Achievement Tests; Secondary School Students; International Assessment; Mathematical Concepts; Questioning Techniques; Mathematics Teachers; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Befragungstechnik; Fragetechnik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	This study aimed to examine mathematical literacy questions designed by mathematics teachers with graduate-level in mathematical literacy concerning the categories of mathematical content, real-life context, and mathematical processes, which are dimensions of the PISA mathematical literacy framework. Another aim was to investigate the appropriateness of the classifications made by mathematics teachers for the mathematical literacy questions they designed. The study design was a qualitative case study. The participants of the study consist of six secondary school mathematics teachers who are attending a postgraduate mathematical literacy course at a state university in Turkey. The data of the research were obtained from three mathematical literacy questions designed by each of the participants and the classifications made for these questions. The study found that the majority of the questions designed by the participants fell into the category of "change and relationships," and questions related to real-life situations were mostly designed in the "personal" context, with the least number of questions designed in the "scientific" and "societal" contexts. Most questions included all three categories of mathematical processes when examined in terms of mathematical processes. In light of the results of this study, it can be suggested that the training to be provided in the future for writing questions related to mathematical literacy will greatly contribute to teachers. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01