Abstract
The teacher’s mathematical ability is one of the factors that influence the achievement of students’ mathematical abilities. In Indonesia, almost all research related to PISA, the subject of research was a student. It is still rare that the subject of research was a teacher. How is the math literacy ability of the teachers? This question will be answered by researchers in this study, especially in the field of space and shape. The subjects were seven Mathematics teachers who taught in junior high schools from seven different schools in Yogyakarta and surrounding areas. In the process of this research, the researcher makes a test adapted from PISA questions. There were 13 questions in the test consisting of three questions in the quantity field, three questions in the uncertainty field, three questions in the field of change and relationship, and four questions in the field of space and shape. In this paper, we will present our result just for the Space and Shape part. The study found that (1) 7 teachers could achieve level 4 for problem 1a, (2) 6 teachers could achieve level 5 for problem 1b, (3) 2 teachers could achieve level 5 for problem 2, (4) 1 teacher could achieve level 5 and 6 for problem 3, and (4) 6 teachers could achieve level 6 for problem 4.
Highlights
The focuses of research on PISA in Indonesia were only on how students' mathematical literacy skills [1, 2, 3, 4]
Descriptions of the mathematics literacy ability of junior high school mathematics teachers in quantity, space and shape, change and relationship, and uncertainty areas in Yogyakarta and surrounding areas were goals that researchers want to achieve, but in this paper, researchers would only describe the results of the research for teachers' solution on PISA adaptation tests in the space and shape
From the research results obtained the fact that (1) the teacher's beliefs about how to manage mathematics learning and teaching processes affect the achievements of students in Mathematics, and (2) the teacher's attention to the Mathematics skills and knowledge of their students influences the learning process and outcomes achieved by their students [5, 6]
Summary
The focuses of research on PISA in Indonesia were only on how students' mathematical literacy skills [1, 2, 3, 4]. One that affects student performance in learning mathematics is determined by the mathematics and pedagogical skills of teachers [5, 6]. From the research results obtained the fact that (1) the teacher's beliefs about how to manage mathematics learning and teaching processes affect the achievements of students in Mathematics, and (2) the teacher's attention to the Mathematics skills and knowledge of their students influences the learning process and outcomes achieved by their students [5, 6]. Followup suggestions that need to be done to improve students' mathematical literacy skills can be recommended after the researchers have obtained results in this study
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