Checklist on question design for mathematical literacy

Authors

  • Kemal Özgen Dicle University

DOI:

https://doi.org/10.14527/pegegog.2021.008

Keywords:

Checklist, Mathematical literacy, Prospective teacher, Question design

Abstract

The aim of the first stage of the research was to examine the opinions of prospective mathematics teachers about what features a question prepared to develop and measure ML should have to be effective and qualified. Moreover, it was aimed to determine the degree to which prospective teachers apply these qualifications in questions they design to develop and measure ML. The aim of the second stage of the research was to develop a valid and reliable checklist that can be used in the design of the question to develop and measure ML and to show this tool with an application. The research was conducted as a case study model. The study group consisted of 20 prospective mathematics teachers and five mathematics teachers who took ML courses. Interview forms were applied in order to collect data from the teachers and teacher candidates who took the ML course. Content analysis was used in the analysis of the prospective mathematics teachers' opinions about the qualifications of ML question. In the analysis of the data obtained, content, context, process, level and structure categories were formed for effective and qualified ML question. The checklist was decided to be in five categories and a total of 28 items and three options depending on them. It can be said that the checklist for the ML question design, which was developed and piloted in this study, is a valid and reliable measurement tool. Mathematics teachers and related researchers can use the developed checklist as a guide and guiding tool in designing ML questions.

Downloads

Download data is not yet available.

References

Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe University Journal of Education, 29(1), 19-34.

Altun, M., & Bozkurt, I. (2017). A new classification proposal for mathematical literacy problems. Education and Science, 42(190), 171-188. Doi: 10.15390/EB.2017.6916

Bennison, A. (2015). Developing an analytic lens for investigating identity as an embedder-of-numeracy. Mathematics Education Research Journal, 27, 1-19.

Bekdemir, M., & Baş, F. (2017). Matematik öğretmenlerinin sınavlarda kullandıkları soruların kavramsal ve işlemsel bilgi boyutunda analizi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 95-113. Doi: 10.7822/omuefd.327392

Bozkurt, A., Kılıç, P., & Özmantar, M.F. (2017). Ortaokul matematik sınıflarında öğretime yönelik öğretmen soru türlerinin incelenmesi. Yıldız Journal of Educational Research, 2(1), 1-29.

Creswell, J.W. (2013). Nitel araştırma yöntemleri – Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative research methods - qualitative research and research design according to five approaches] (M. Bütün & S.B. Demir, Çev. Ed.). Ankara, Turkey: Siyasal Kitabevi.

Del Prado Hill, P. M., Friedland, E. S., & McMillen, S. E. (2016). Mathematics-Literacy Checklists: A Pedagogical Innovation to Support Teachers as They Implement the Common Core. Journal of Inquiry and Action in Education, 8(1), 24-38. Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol8/iss1/2

Demir, F. (2015). Matematik okuryazarlığı soru yazma süreç ve becerilerinin gelişimi. Yayınlanmamış Doktora Tezi, Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü, Bursa.

Demir, F., & Altun, M. (2018). Matematik okuryazarlığı soru yazma süreç ve becerilerinin gelişimi [Development of mathematical literacy question writing process and skills]. Eğitim ve Bilim, 43(194), 19-41. Doi:10.15390/EB.2018.7111

Evans, D. (2017). Examining the literacy within numeracy to provide access to the curriculum for all. International Perspectives on Inclusive Education, 11, 35-51.

Genç, M., & Erbaş, A.K. (2020). Secondary mathematics teachers’ conceptions of the barriers to the development of mathematical literacy. International Journal for Mathematics Teaching and Learning, 21(2), 143-173.

Genç, M., & Erbaş, A.K. (2017, Mayıs). Lise matematik öğretmenlerinin matematik okuryazarlığı bağlamında matematik öğretim programına ilişkin görüşleri [High school mathematics teachers' views on the mathematics curriculum in the context of mathematics literacy]. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu - 3’te sunulan bildiri. 17-19 May 2017, Afyon, pp. 547-551.

Güler, H.K. (2013). Türk öğrencilerin PISA’da karşılaştıkları güçlüklerin analizi [Analysis of Turkish students’ difficulties encountered in PISA]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(2), 501-522.

Gürbüz, M.Ç. (2014). PISA matematik okuryazarlık öğretiminin PISA sorusu yazma ve matematik okuryazarlık düzeyleri üzerine etkisi [The effect of PISA mathematical literacy teaching on writing PISA questions and mathematical literacy] (Master’s thesis, Uludağ University, Bursa, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.

İskenderoğlu, T.A., & Baki, A. (2011). İlköğretim 8. sınıf matematik ders kitabındaki soruların pısa matematik yeterlik düzeylerine göre sınıflandırılması [Classification of the questions in an 8th grade mathematics textbook with respect to the competency levels of PISA]. Eğitim ve Bilim, 36(161), 287-301.

İskenderoğlu, T.A., Erkan, İ., & Serbest, A. (2013). 2008-2013 yılları arasındaki SBS matematik sorularının PISA matematik yeterlik düzeylerine göre sınıflandırılması [Classification of SBS mathematics questions between 2008-2013 years with respect to PISA competency levels]. Turkish Journal of Computer and Mathematics Education, 4(2), 147-168.

Julie, H., Sanjaya, F., & Anggoro, A.Y. (2017). The students’ ability in the mathematical literacy for uncertainty problems on the PISA adaptation test. The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (4th ICRIEMS), pp.1-9. Doi: 10.1063/1.4995153

Kabael, T., & Barak, B. (2016). Ortaokul matematik öğretmeni adaylarının matematik okuryazarlık becerilerinin PISA soruları üzerinden incelenmesi [Research of middle school pre-service mathematics teachers’ mathematical literacy on PISA items]. Turkish Journal of Computer and Mathematics Education, 7(2), 321-349.

Kamaliyah, K., Zulkardi, Z., & Darmawijayo, D. (2013). Developing the sixth level of PISA-like mathematics problems for secondary school students. Journal on Mathematics Education, 4(1), 9-28.

Kilpatrick, J. (2001). Understanding mathematical literacy: The contribution of research. Educational Studies in Mathematics, 47, 101–116.

Kohar, A.W., Zulkardi, Z., & Darmawijoyo, D. (2014). Developing PISA-like mathematics tasks to promote students’ mathematical literacy. In: Ratu Ilma (Eds) The Second South East Asia Design/Development Research (SEA-DR) International Conference April 26-27, 2014 Unsri Palembang April 26th-27th 2014 Palembang, pp. 14-26.

Lailiyah, S. (2017). Mathematical literacy skills of students’ in term of gender differences. The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (4th ICRIEMS). Doi: 10.1063/1.4995146.

Lestari, N.D.S., Juniati, D., & Suwarsono, S. (2017). Preliminary study: Mathematics’ teacher conception in suporting the ıntegration of mathematics’ literacy and mathematics teaching and learning. International Conference on Mathematics: Education, Theory, and Application (ICMETA), Proceeding ICMETA: Vol. 1/2017, June 27th 2017, pp.76-83.

Machaba, F.M. (2018). Pedagogical demands in mathematics and mathematical literacy: A case of mathematics and mathematical literacy teachers and facilitators. EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 95-108.

Malasari, P.N., Herman, T., & Jupri, A. (2017). The construction of mathematical literacy problems for geometry. International Conference on Mathematics and Science Education (ICMScE), pp.1-7. Doi: 10.1088/1742-6596/895/1/012071

McCrone, S.S., & Dossey, J.A. (2007). Mathematical literacy – It’s become fundamental. Principal Leadership, 7(5), 32-37.

Milli Eğitim Bakanlığı [MEB]. (2012). PISA Türkiye [PISA Turkey]. Ankara: EARGED Yayınları.

Milli Eğitim Bakanlığı [MEB]. (2016). Uluslararası öğrenci değerlendirme programı - PISA 2015 ulusal raporu [International student assessment program. PISA 2015 national report]. Ankara: EARGED Yayınları.

Milli Eğitim Bakanlığı [MEB]. (2018). Ortaöğretim matematik dersi (9, 10, 11 ve 12. Sınıflar) öğretim programı [Mathematics curriculum and guidance (grades 9-12)]. Ankara: MEB.

National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Novita, R., & Putra, M. (2016). Using task like PISA’s problem to support student’s creativity in mathematics. Journal on Mathematics Education, 7(1), 31-42.

Novita, R., Zulkardi, Z., & Hartono, Y. (2012). Exploring primary student’s problem-solving ability by doing tasks like PISA’s question. Journal on Mathematics Education, 3(2), 133-150.

Oktiningrum, W., Zulkardi, Z., & Hartono, Y. (2016). Developing PISA-like mathematics task with Indonesia natural and cultural heritage as context to assess students mathematical literacy. Journal on Mathematics Education, 7(1), 1-10.

Organisation for Economic Co-Operation and Development [OECD]. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing. Doi: 10.1787/9789264190511-en.

Özgen, K. & Bindak, R. (2008). Matematik okuryazarlığı öz-yeterlik ölçeğinin geliştirilmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 16(2), 517-528.

Özgen, K. & Kutluca, T. (2013). İlköğretim matematik öğretmen adaylarının matematik okuryazarlığına yönelik görüşlerinin incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 1-21.

Ozgen, K. (2019). Problem posing skills for mathematical literacy: The sample of teachers and pre-service. Eurasian Journal of Educational Sciences, 84, 179-214, DOI: 10.14689/ejer.2019.84.9

Pettersen, A., & Nortvedt, G.A. (2018). Identifying competency demands in mathematical tasks: Recognising what matters. International Journal of Science and Mathematics Education, 16(5), 949-965. doi:10.1007/s10763-017-9807-5.

Pilten, P., Divrik, R., Pilten, G., & Ebret, A. (2017). Sınıf öğretmeni adaylarının matematiksel okuryazarlık kavramına ilişkin metaforik algıları [Prospective primary teachers' methaphorical perceptions about the concept of mathematical literacy]. Trakya University Journal of Education, Special Issue, 47-67.

Pugalee, D. K. (1999). Constructing a model of mathematical literacy. The Clearing House, 73(1), 19-22.

Saenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematics, 71, 123–143.

Sari, F.A., Yandari, I.A.V., & Fakhrudin, F. (2017). The application of problem based learning model to ımprove mathematical literacy skill and the ındependent learning of student. IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012013, pp. 1-6. Doi:10.1088/1742-6596/812/1/012013

Setiawati, S., Herman, T., & Jupri, A. (2017). Investigating middle school students’ difficulties in mathematical literacy problems level 1 and 2. International Conference on Science and Applied Science 2017, pp. 1-9. Doi:10.1088/1742-6596/909/1/012063

Somakim, S., Suharman, A., Madang, K., & Taufig, T. (2016). Developing teaching materials pısa-based for mathematics and science of junior high school. Journal of Education and Practice, 7(13), 73-77.

Stacey, K. (2010). Mathematical and scientific literacy around the world. Journal of Science and Mathematics Education in Southeast Asia, 33(1), 1-16.

Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126.

Şefik, Ö., & Dost, Ş. (2016). Ortaöğretim matematik öğretmen adaylarının matematik okuryazarlığı hakkındaki görüşleri [Secondary preservice mathematics teachers' views on mathematical literacy]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10(2), 320-338.

Tout, D., & Spithill, J. (2015). The challenges and complexities of writing items to test mathematical literacy. In K. Stacey & R. Turner (Eds.), Assessing mathematical literacy: The PISA experience (pp. 145-171). Switzerland: Springer International Publishing.

Yıldırım, A., & Simsek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seckin Yayıncılık.

Yin, R.K. (2017). Durum çalışması araştırması uygulamaları. Çev. İ. Günbayı. Ankara, Turkey: Nobel.

Downloads

Published

2021-02-01

How to Cite

Özgen, K. (2021). Checklist on question design for mathematical literacy. Pegem Journal of Education and Instruction, 11(1), 259–298. https://doi.org/10.14527/pegegog.2021.008