Math Literacy Research Articles

An Investigation of the Relationship between the Parents' Math Literacy Self-Efficacy and Their Math Anxieties

Mathematics anxiety can be defined as negative feelings towards mathematics and mathematical operations in general. Math anxiety is seen in many students, and even in parents. In fact, parents' own anxiety regarding mathematics may lead to their children experiencing angst over the subject as well. This can be a problem considering parents are considered one of the basic components of education and have important responsibilities to guide the education process of their children. Mathematical literacy is one of the research topics that have come into prominence in recent years due to PISA. Consequently, the purpose of this study is to determine the relationship between the parents' mathematical literacy self-efficacy and mathematics anxieties. Additionally, through examining the participation of parents in mathematic teaching during the COVID-19 pandemic, it is hoped to better understand their views and methodologies. All participants in this study are parents themselves. The study is designed with an explanatory sequential design among mixed method research designs. The grade in which the students are educated does not make any difference in the self-efficacy and anxiety perceptions of the parents regarding their mathematics literacy. Also, the parents' mathematical literacy self-efficacy and anxiety levels were high.

The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors

Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.

Respon Siswa dalam Menyelesaikan Soal Literasi Matematika pada Konteks Bangka Belitung

Mathematical literacy has an important role in helping students understand the use of mathematics in everyday life. The purpose of this study was to determine student responses in solving mathematical literacy problems. Student responses are answers to questions related to attitudes and feelings after completing mathematical literacy questions. This study used descriptive qualitative method. Data collection techniques in the form of questionnaires and interviews. The research subjects were 22 students of class X. This research instrument used a questionnaire sheet and an interview sheet. Interviews were conducted on 3 subjects who have high, medium, and low abilities. Questionnaire and interview data were analyzed qualitatively. The results showed that the average student response after being given a mathematical literacy question reached 55% with a good category. Students feel interested and enthusiastic about working on literacy questions, math literacy questions are different from the questions that are usually done in class, want literacy questions to be applied in everyday learning, even though students are not yet able and accustomed to working on mathematical literacy questions.

STUDENTS' MATHEMATICAL LITERACY BASED ON COVID-19 CONTEXT

Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in everyday life. This descriptive qualitative research aims to describe the mathematical literacy of 9th grade students in solving Covid-19 context problems. Four students were selected using purposive sampling techniques based on high and middle mathematical abilities. Data collection is done through math literacy tests and interviews. Research shows that students with high math skills can fulfill the mathematical literacy indicators of the stage of formulating, applying, and interpreting, with the correct answers. Middle math ability students can only fulfill the mathematical literacy indicators of the formulating stage and have not been able to answer correctly. High and middle mathematical ability students have very good abilities in formulating a problem. High mathematical ability students have excellent abilities in applying their knowledge to solve problems, while middle mathematical ability students have less ability to apply their knowledge. High mathematical ability students have sufficient ability to interpret the results obtained, while middle mathematical ability students have less ability to interpret the results obtained. High math ability students can use the information about Covid-19 provided to solve problems in the real world. Middle math ability students have not been able to use the information about Covid-19 provided to solve problems in the real world. Teachers need to provide math literacy problems on a regular basis to train students in solving everyday problems.

ОЦЕНКА НАВЫКОВ ВЗРОСЛОГО НАСЕЛЕНИЯ КЫРГЫЗСКОЙ РЕСПУБЛИКИ

The study examined the question of how much the adult population of Kyrgyzstan possesses knowledge and the ability to apply knowledge in solving life problems. These skills were identified using tests of reading, writing, math literacy and ICT skills. To study the issue, a sample of three groups was compiled: adults, school teachers and school graduates who participated in the PISA 2009 study. The study showed that a significant proportion of the population has an over-education, at the same time, they have insufficient skills to apply knowledge in practice.

Matthew or compensatory effects? Factors that influence the math literacy of primary-school children in Germany.

This study focuses on individual differences in the math competencies of primary-school children in Germany. It considers whether or not there are Matthew or compensatory effects in math literacy and which factors and background characteristics of primary-school children can affect competence development. Despite the abundant research on this topic, the findings are often ambiguous, and studies in the German context are sparse. We used the Starting Cohort 2 of the German National Educational PanelStudy and a weighted multilevel mixed-effects panel regression for our analyses (N = 4,982). Our results revealed compensatory effects for low-achieving students in math literacy. There were also small gender differences, but lower achieving girls can close the gap with boys during primary school. With respect to the educational background of the parents, almost no longitudinal effects were observed. The results indicated that the joint primary-school period has a compensatory effect on lower performing students. However, higher achieving students retained their lead, implying that social inequalities persist to some extent.

Applying Mamdani’s method to categorize mathematical literacy of public middle school students in Kupang

The study objective was to describe the application of Mamdani’s fuzzy inference method to the categorization of public middle school students’ mathematical literacy in Kupang, East Nusa Tenggara. Having been done not only because of the low achievement of Indonesian 15-year-old students in PISA, but the research has also become the answer to the lack of surveys regarding students’ mathematical literacy in Kupang. Consequently, this study provides valid and actual data that the government should refer to. As many as 377 respondents of ninth-grade students from public schools were selected using a two-stage cluster randomized sampling so that they could best represent six districts in Kupang. Their ability was evaluated by fifteen math literacy problems adopted from PISA 2012 and the products of some development research; as a result, the reliability could be assured. At the fuzzification stage, scores obtained from three process domains of math literacy: formulating, employing, and interpreting, became the crisp input since those domains were the input variables. After being analyzed, the scores then produced crisp output indicating student mathematical literacy–as the output variable–at the defuzzification stage. Overall, public middle school students’ mathematical literacy in Kupang was classified as a low group.

ACHIEVING HIGHER LEVELS OF MATHEMATICAL LITERACY WITH INNOVATIVE TEACHING APPROACHES AND A CRITICAL USE OF DIGITAL TECHNOLOGY

An increasing number of students in primary school dislike maths, their motivation to solve problem tasks is declining, which results in poorer mathematical literacy. The above-mentioned issues can be solved only by applying innovative teaching approaches such as learning maths with the innovative learning environment MS Teams. Such learning is very interesting for students, knowledge testing is easier, and students get feedback immediately. Students are more motivated to learn math, which in turn means raising math literacy. Keywords: daily life problems, digital technology, innovative teaching approaches, mathematical literacy, MS Teams

Research Roundup: Digital Literacy

Computers are a fact of life in the twenty-first century. Reading and math literacy have long been considered essential, and technological literacy is emerging as equally important to children’s (and adults’) ability to understand and engage with their world. However, just as it is crucial to learn to write as well as to read, it is crucial that children engage as programmers, as creators, and not only as consumers, of technology.

Generative Engagement: Conceptualizing A Relational and Cross-Boundary Approach to Human Development and Sustainability in Today’s Divided World

Grounded in the findings from a case study of a nonprofit educational consulting firm that specialized in math literacy reform and operated throughout the American South during the 1990s–early 2000s, this paper presents Generative Engagement (GE), a practice-centered process model on relational behavior that fosters prosocial interaction and collaboration among social identity groups in demographically diverse, highly stratified social environments. The paper describes the dynamic interplay between generativity and inclusivity, presents four different types of relational engagement that result from this interplay and offers five testable propositions. The paper concludes with a discussion on how cross-boundary leaders, work teams, organizations, and communities can better understand, develop, and demonstrate generative relational behavior that enhances work group efficacy and sustains the greater public good. Along with encouraging scholarly exploration of GE, the generative engagement model (GEM) is offered as a tool for inspiring and equipping development and use of generative approaches to leadership, collaboration, and transformative change within organizations.

Evaluatıon of PISA Exam Results by Varıous Countrıes Accordıng to Organızatıon for Economıc Cooperatıon and Development (OECD) Data

The aim of this study is to examine the reading skills, math literacy and science literacy data of four different countries (Brazil, Bulgaria, Mexico and Turkey) determined within the scope of the research using the 2018 data of students in the International Student Evaluation Program (PISA). In addition, the average reading skills of Turkey (PISA) between 2012, 2015 and 2018 differ by year; Turkey (PISA) 2018 reading skills average is intended to examine the differences in the number of books found in students’ homes and their reading preferences. The difference in the 2018 PISA program reading skills, math literacy and science literacy score averages of the countries determined within the scope of the research from the average of the participating countries was examined by T Test. Then the 2018 PISA program of 4 different countries tested their reading skills, math literacy and science literacy averages with a one-way ANOVA. Then, a one-way ANOVA was made to determine whether there was a significant difference between Turkey's reading skills score averages in 2012, 2015 and 2018. After these procedures, in the last part of the study, a one-way ANOVA analysis was conducted to determine whether the average reading skills score in Turkey in the 2018 PISA program significantly differed according to the number of books in the students’ homes and their reading preferences. According to the results of the study, Brazil, Bulgaria, Mexico and Turkey have a score below the PISA average in reading skills, math literacy and science literacy when the PISA averages are examined in 2018. According to the results of the analysis, there was a significant increase and improvement in the average PISA reading skills scores in Turkey compared to 2012, 2015, 2018. In addition, it was observed that the difference between the average PISA reading skills in Turkey 2018 differed according to the number of books found in students’ homes and the preferences of students for reading books.

A Systematic Review of Technological Impact on Math Literacy in the Postsecondary Classrooms

The purpose of this systematic review was to evaluate contemporary literature related to the impact of technology on student success for postsecondary mathematics courses. The aim of this review was to provide a comprehensive understanding of the extant literature concerning’s student success in mathematics for higher-education students. A series of seven databases were accessed across the past five years, which resulted in fourteen key studies. The findings of this study demonstrate the current knowledge and recommendations for future researchers. Technology was elucidated as a meaningful approach for increasing student success, course grades, and retention. However, a critical need for future empirical assessments was elucidated.

Teacher performance toward students’ mathematical literacy in teaching linear program mathematical models

The teaching technique is essential to reach students’ literacy goals in learning. This study discussed the teachers’ role in teaching math toward the students’ mathematical literacy in teaching linear program mathematical models. The focus of research is to determine patterns of teachers’ performance in teaching math in the classroom. The ethnography method was applied in this study. Besides, to find out the pattern of the teachers’ performance, the anthropolinguistic approach was used. The pattern of performance is essential data that can describe the phenomena of speaking activities related to mathematical literacy. With the discovery of the teachers’ performance, it can be seen how to apply the teaching model in the next effective teaching and learning process. Research data were video recordings, in-depth interviews, and participatory observation. The results showed that the performance of math teachers in learning mathematics was teaching and examining. They were represented through statement and command language function dominantly instead of question and offer. Statements were encoded with declarative sentences, and command encoded in imperative sentences. Consequently, it affected the low level of student math literacy due to strict learning performance and lack of education part as one of literacy students’ requirements.

Непрерывное образование учителя математики и качество по PISA:

The quality of education is a key factor in the social development of the individual, society, and the state. This article is aimed at identifying the theoretical essence of the concept, the “quality of education” in the context of the international PISA comparative study and the ongoing education of math teachers as a factor in the development of students’ mathematical literacy. The diagnostics for interviewing and questioning teachers, students and parents revealed problems and difficulties in teaching and studying mathematics. A key tool was context analysis of the GGTU Center for teachers’ professional development activities. The Ongoing Education Program “Schoolchildren Practical Math Literacy Formation” presented in the article and the author’s teaching manual “Life as a Math Plot” reveal their practical focus on the development of math teachers’ professional subject competence, on schoolchildren’s math literacy development, and, as a result, a general improvement in the quality of education according to the PISA results.

Evaluation of an Online Early Mathematics Professional Development Program for Early Childhood Teachers

ABSTRACT Research Findings: This is an evaluation study of the effectiveness of an online early mathematics professional development program for early childhood teachers. The eight online courses, along with the Math at Home: Early Math Matters website and resources, introduce early childhood teachers to mathematical concepts such as math literacy, number sense, patterns, geometry, measurement, data collection and math processes. Over 9,711 early childhood professionals participated in this professional development program, and a sample of 2,332 participants who gave consent to use their data reported on their course experiences, took quizzes, and provided qualitative feedback. In addition, a subsample of 95 participants took pre- and post-surveys on their attitudes, confidence, beliefs, and knowledge in teaching early math. The descriptive statistics of the participants’ self-reported course experiences, regression analysis of program effectiveness, and the pair wised t-test analysis of the survey data showed that program participants had positive experiences with this online professional development program, and that engagement in the program was effective in positively impacting their attitudes, confidence, beliefs, and knowledge in teaching early math. The participants’ positive experiences were associated with their demographic characteristics and their use and engagement with the course materials. Practice or Policy: Implications for future professional development efforts are identified, including scalability and the use of online professional development to impact early math learning and practice.

The teachers’ ability in mathematical literacy for space and shape problems on Program for International Student Assessment (PISA) adaptation test

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.

An analysis of mathematical literacy of state junior high school students in Kupang

This survey was conducted to describe the mathematical literacy of state junior high school students in Kupang, East Nusa Tenggara province. Not only was it done due to the low performances of Indonesian 15-year-old students in PISA but also since there was not any research studies that had been done before to map the mathematical literacy of 15-year-old students in Kupang. This study used two-stage cluster randomized sampling to choose six-state junior high schools representing six sub-districts around Kupang. A total of 377 ninth-grade students were selected to become the respondents in this survey. They were tested using fifteen mathematical literacy problems directly adopted from PISA 2012 and some development researches items. The results showed that the mathematical literacy of state junior high school students in Kupang generally was in a low category. When we looked into three process domains as well as four content domains, the math literacy of students was also classified as either a low or a very-low-category. The results of this study can provide valid and actual data for society and the government regarding the math literacy of students in Kupang.

A Framework to Accelerate Universal Design Literacy

Design has historically been a specialty, something practiced exclusively by engineers, architects and all manner of design professionals. This is changing. Just as arithmetic was once a peripheral skill until the industrial age brought about the need for math literacy, the socioeconomic conditions of our current age are heralding the need for millions of people to level up in design. The expanding role innovation and collaboration play in our daily work, combined with the ever-increasing complexity and rate of change of today’s products, services, and systems are making the case for design literacy. This paper: 1.) makes the case that design is poised to become the next universal literacy; 2.) argues that in order for such a literacy to arise, there must first exist a framework of agreed-upon skills that are taught and practiced by the masses; and 3.) proposes such a set of skills along with the research and reasoning that support this proposed framework.

Analysis of Mathematical Literacy Processes in High School Students

The results of the Programme for International Students Assessment (PISA) survey published by the Organization for Economic Cooperation and Development (OECD) show that Indonesia is still a country with low mathematical literacy skills. The ability of mathematical literacy is closely related to interpreting contextual problems into mathematical language. In modern times like today, what is needed is not only mathematics as arithmetic, but also mathematical literacy is needed related to mathematical reasoning and problem solving. The government has included contextual aspects of the curriculum applied in schools. However, in reality many schools still do not have contextual abilities that are in line with the still low literacy abilities of students in Indonesia. The purpose of this study is to describe the mathematical literacy process in senior high schools which in this study were students with majoring in science and students with majoring in social studies. This type of research is descriptive qualitative research. The research subjects were grade X students majoring in science and majoring in social studies. The instruments used in this study were the authors themselves, math literacy questions sheets, and interview guidelines. The results showed that the mathematics literacy process of high school students obtained was both students with majoring in Natural Sciences and students with majoring in Social Sciences are 1) The social science students have been able to reasoning and planning to solve the problem well, even though there still mistakes. The natural science students well in calculation and use formula. However, the natural science students are unable not to argue mathematically and express opinions. 2) the social science students are not good at reasoning and planning to solve the problem, however well in express what students thought verbally. For diagrams translate and solve to math language, the students from social science still difficult. Use of formula in natural science students still not right.

Students mathematical literacy abilities in solving PISA type math problem with LRT context

One of the issues in mathematics education was many math problems requiring reasoning skills were included in the National Examination. This was part of the attempts to gradually adjust Indonesian standards to international standards such as PISA. The purpose of this article was to assess the potential effects of PISA-type math problem on students’ math literacy abilities. The method used in this article was design research type development studies, which consist of 2 stages, preliminary and formative evaluation. The preliminary stage consists of analysis and design. In the formative assessment consists of self-evaluations, expert reviews, one-to-one, small groups, and field tests. The potential effect of the problem was indicated by the results in the field test stage. The mathematical literacy abilities that emerge were communication skills, mathematics, representation, reasoning, and arguments, choosing strategies in solving problems, and the ability to use language, symbolic, formal, and technical operations. Communication skills dominate over other mathematical literacy abilities.