Mathematical Competencies Required by Mathematical Literacy Problems

Autor/inn/en	Güler, Hatice Kübra; Arslan, Çigdem
Titel	Mathematical Competencies Required by Mathematical Literacy Problems
Quelle	In: Malaysian Online Journal of Educational Sciences, 7 (2019) 2, S.57-70 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	Mathematics Skills; Numeracy; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Mathematics Teachers; Teacher Attitudes; Preservice Teachers; Secondary School Mathematics; Mathematical Applications; Teacher Competencies; Assessment Literacy; Teacher Education; Problem Based Learning; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Angewandte Mathematik; Innermathematische Anwendung; Lehrkunst; Lehrerausbildung; Lehrerbildung; Problem-based learning; Problemorientiertes Lernen
Abstract	Mathematical literacy problems used in PISA consists of real life context. In order to solve the problems of these contexts, there are various mathematical processes that students have to pass through. These problems are intended to measure the various competencies that are intended to be taught to students. It is also important that the teachers who will use such real context problems should be aware of the skills and competencies required by the problem. The aim of this research is to determine the awareness of prospective mathematics teachers about the mathematical processes and competencies required by mathematical literacy problems. This study is a case study carried out with 63 high school prospective mathematics teachers. Five mathematical literacy problems were directed to participants in written form. They are asked to solve these problems and then asked to determine mathematical processes and the competencies to be met for the solution of problems. The data collected were analyzed by using descriptive analysis method. As a result of the research, it has been determined that the prospective mathematics teachers cannot fully understand the difference between competency and process, and it has been determined that they have difficulty in making a distinction between these two concepts. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: http://moj-es.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01