Investigating the Role of Modeling Practices on Mathematical Literacy
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The mathematical literacy or competence notion in PISA deals with the capacity of students to analyze, reason and communicate efficiently as they pose, formulate, solve and interpret mathematical problems in a variety of situations. The best way to improve mathematics literacy is that students have the necessary mathematical knowledge and different problem solving strategies, know when and how to use these strategies, and work with activities that involve different contexts of interest. When considered in this respect, teachers have an important role in the development of students' mathematical literacy. The aim of this study was to investigate the mathematics literacy status of pre-service mathematics teachers through PISA questions. The mathematical literacy status of pre-service teachers was examined within the scope of conceptual, operational and contextual questions and in terms of gender, academic grade point average and mathematical modeling. At the same time, semi-structured interviews have examined the difficulties that pre-service teachers experienced. Fully mixed concurrent equal status design was used. The participants were 113 pre-service mathematics teachers. Independent samples t-test and covariance analysis was used for the comparisons. Qualitative data analysis was conducted with content analysis. The research results, together with the suggestions, reveal important points for future studies.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, Matematik, İstatistik ve Olasılık, PISA, pre-service education, knowledge types, Mathematical literacy
Kaynak
Bartın Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
1
