RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS

Jihyun Hwang,Yeajin Ham

doi:10.22342/jme.12.2.13625.199-222

Jihyun Hwang, Yeajin Ham

Open Access

https://doi.org/10.22342/jme.12.2.13625.199-222

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Abstract

We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks – algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning – were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.

Highlights

Abstrak Kami menyelidiki tentang bagaimana Kesempatan Belajar (KB) siswa dengan berbagai jenis tugas matematika yang terkait dengan literasi matematika dan peran perceived control dalam hubungan antara KB dan literasi matematika
The purpose of this study is to explore the relationship between opportunity to learn (OTL) – a combination of exposure and types of mathematical tasks – and mathematical literacy measured in the Program for International Student Assessment (PISA) 2012
This research showed that students can improve their mathematical literacy by engaging in various types of tasks from procedural tasks, word problems, to pure and applied mathematics reasoning tasks

Summary

Introduction

Abstrak Kami menyelidiki tentang bagaimana Kesempatan Belajar (KB) siswa dengan berbagai jenis tugas matematika yang terkait dengan literasi matematika dan peran perceived control dalam hubungan antara KB dan literasi matematika. Keterlibatannya dalam tugas penalaran yang diterapkan, bernilai positif terhadap perceived control eksternal, namun bernilai negatif terhadap literasi matematika. A contemporary definition of OTL is comprised of factors that have a significant influence on teachers’ instructional practices and students’ learning (Stevens & Grymes, 1993); these factors include content coverage and emphasis. We conceptualize OTL as cognitive processes that learners engage in while doing mathematics through engaging in different types of tasks. There are few previous research studies that exist on the relationship between students’ OTL and their learning outcomes, and these studies’ conceptualization of OTL did not include mathematical tasks used in the mathematics instruction. To bridge this research gap, we question whether there is a relationship between OTL (students’ exposure to different types of mathematical tasks) and mathematics achievement

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