Investigating the Role of Modeling Practices on Mathematical Literacy

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dc.contributor.authorYenmez, Arzu Aydoğan
dc.contributor.authorGökçe, Semirhan
dc.date.accessioned2024-11-07T13:15:52Z
dc.date.available2024-11-07T13:15:52Z
dc.date.issued2023
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.14686/buefad.1027353
dc.identifier.endpage189
dc.identifier.issn1308-7177
dc.identifier.issue1
dc.identifier.startpage180
dc.identifier.trdizinid1204673
dc.identifier.urihttps://doi.org/10.14686/buefad.1027353
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1204673
dc.identifier.urihttps://hdl.handle.net/11480/11897
dc.identifier.volume12
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofBartın Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241107
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.subjectMatematik
dc.subjectİstatistik ve Olasılık
dc.subjectPISA
dc.subjectpre-service education
dc.subjectknowledge types
dc.subjectMathematical literacy
dc.titleInvestigating the Role of Modeling Practices on Mathematical Literacy
dc.typeArticle

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