Determination of the relationship between mathematics literacy, mathematics content knowledge and science literacy according to PISA 2012

Abstract

Purpose- In the PISA (Program for International Student Assessment), science and mathematics literacy are emphasized. PISA data are being benefited in directing education policies. In this study, it was aimed to determine the relationship between Mathematics Literacy, Mathematics Content Knowledge and Science Literacy of 15 years old students in Turkey by using PISA 2012 data. Moreover, it was aimed to reveal whether there is any relationship between the time spent on science and mathematics outside the school and students’ Science Literacy. Methodology- This study is a descriptive research. As a research instrument, the researchers used the results of cognitive tests utilised by PISA in 2012 to assess students’ science and mathematics literacy skills. The data were obtained from the official website of PISA. In this study, parametric tests were used in evaluating the quantitative data. An ANOVA test and the correlation were used. Findings- The results show that there is a positive and meaningful relationship between Mathematic Literacy, Mathematic Content Knowledge and Science Literacy. Furthermore, it was found that there is a positive and meaningful relationship between the time spent on science and mathematics outside the school and students’ Science Literacy. Conclusion- According to the results of this study, it might be said that Mathematics literacy, Mathematics Content Knowledge and the time devoted by students to Mathematics and Science outside of the school increase, the Science Literacy increases. In addition, it was revealed that the students who have a good understanding of Mathematics are more positive in Science Literacy. Therefore, the mathematical concepts related to the science should be included in the science curriculum after being taught in the mathematics course, this will contribute to science literacy of the students