MATEMATİK OKURYAZARLIĞININ OKUL MATEMATİĞİ İLE ENTEGRASYONU

Year 2022, Volume: 35 Issue: 1, 126 - 149, 28.04.2022

Murat Altun , Tuğçe Kozaklı Ülger , Işıl Bozkurt , Recai Akkaya , Çiğdem Arslan , Furkan Demir , Burcu Karaduman , Zeynep Özaydın

https://doi.org/10.19171/uefad.1035381

Cited By: 2

Abstract

Okulda öğrenilen matematiği gerçek yaşama aktarabilme, matematiksel bilgiyi yaşamda kullanabilme ihtiyacı, matematik okuryazarlığı deyimini ön plana çıkarmıştır. Bu ihtiyacın karşılanması okullarda matematik okuryazarı öğrenciler yetiştirmek ve öğretimi bu şekilde planlamakla mümkündür. Bu doğrultudan hareketle bu çalışmada, matematik öğretiminde matematik okuryazarlığını süreç içinde geliştirme amacıyla tasarlanan ve Çift Odaklı Öğretim adı verilen bir öğretim modelinin tanıtılması amaçlanmaktadır. Tasarım tabanlı bir araştırma projesinden elde edilen verilere dayanarak yapılandırılan bu modelde öğretim, matematiksel kavram ve genellemelere ulaşma ve bunları derinleştirme ve pekiştirme üzerine yoğunlaşmaktadır. Çalışmada, modelin içeriği, dayandığı öğrenme kuramları ve örnek bir ders planı üzerinde derse yansıması tüm yönleriyle açıklanmıştır. Modelin varlığına duyulan ihtiyaç, uygulanabilirliği ve başarı potansiyeli literatür ışığında tartışılmıştır.

Keywords

Matematik okuryazarlığı, matematiksel yeterlikler, matematiksel etkinlik, yapılandırmacı öğretim, gerçekçi matematik eğitimi

Supporting Institution

TÜBİTAK

Project Number

218K515

Thanks

Bu çalışmanın tamamı Türkiye Bilimsel ve Teknolojik Araştırma Kurumu tarafından desteklenmiştir (TUBITAK, Proje No: ARDEB 218K515).

INTEGRATION OF MATHEMATICAL LITERACY WITH SCHOOL MATHEMATICS

Abstract

The need to transfer the mathematics learned at school to real-life and use mathematical knowledge in life has brought the expression of mathematical literacy to the fore. Meeting this need is possible by raising mathematically literate students in schools and planning education to achieve this. From this starting point, this study aims to introduce a teaching model called Dual-Focused Teaching, which is designed to develop mathematical literacy during mathematics instruction. Constructed based on data from a design-based research project, this model focuses on reaching, deepening, and reinforcing mathematical concepts and generalizations. The model's content includes learning theories on which it is based, its application in the lesson, and its reflection on the lesson on a sample lesson plan are explained in all aspects of this study. The need for this model, its applicability, and potential are discussed in light of the literature.

Keywords

Mathematical literacy, mathematical competencies, mathematical tasks, constructivist teaching, realistic mathematics education

Project Number

218K515

References

• Akın, A., & Kabael, T. (2016). Bir matematik eğitimi araştırmasına dayalı öğretim deneyi deneyimi. Eğitimde Nitel Araştırmalar Dergisi, 4(3), 7- 27. https://doi.org/10.14689/issn.2148-2624.1.4c3s1m Altun, M., & Bozkurt, I. (2017). Matematik okuryazarlığı problemleri için yeni bir sınıflama önerisi. Eğitim ve Bilim, 42(190), 171-188. https://dx.doi.org/10.15390/EB.2017.6916
• Altun, M. (2018). Ortaokullarda matematik öğretimi. (13.baskı). Aktüel Alfa Akademi Yayıncılık.
• Altun, M. (2020). Matematik okuryazarlığı el kitabı. Aktüel Alfa Akademi Yayıncılık.
• Aydoğdu İskenderoğlu, T., & Uzuner, F. G. (2017). Sınıf öğretmenlerinin ilkokul öğrencilerine temel matematiksel becerileri kazandırma sürecine ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (2), 563-585. https://doi.org/10.17240/aibuefd.2017..-307108
• Bansilal, S. (2011). Unpacking mathematical literacy teachers' understanding of the concept of inflation. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 179-190. https://doi.org/10.1080/10288457.2011.10740711
• Blomhøj, M., & Jensen, T. H. (2007). What’s all the fuss about competencies?. In Modelling and applications in mathematics education (pp. 45-56). Springer.
• Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T., & Palmberg, B. (2014). Developing mathematical competence: From the intended to the enacted curriculum. The Journal of Mathematical Behavior, 33, 72-87. http://dx.doi.org/10.1016/j.jmathb.2013.10.001
• Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance. OECD Education Working Papers 71. Erişim tarihi: 10.09.2021. Brown, B., & Schäfer, M. (2006). Teacher education for mathematical literacy: A modelling approach. Pythagoras, 64, 45-51. http://dx.doi.org/10.4102/pythagoras.v0i64.98
• Human Capital Working Group, Council of Australian Governments. (2008). National numeracy review report / Commissioned by the Human Capital Working Group, Council of Australian Governments. Retrieved from. http://www.coag.gov.au/reports/docs/national_numeracy_review.pdf
• Dabic Boricic, M., Vulic, I., & Videnovic, M. (2020). Mathematical literacy and assessment: Differences between the PISA study paradigm and mathematics teachers’ conceptions. Malta Review of Educational Research, 14, 101-121. Demir, G., & Akar Vural, R. (2017). Ortaöğretim matematik programının hedeflediği matematiksel yeterlilik ve becerilerinin kazandırılma sürecinin öğretmen görüşleri temelinde incelenmesi, Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü̈ Dergisi, 4(1). https://doi.org/10.30803/adusobed.309074
• Dewantara, A. H., Zulkardi, Z., & Darmawijoyo, D. (2015). Assessing seventh graders’ mathematical literacy in solving PISA-like tasks. Journal on Mathematics Education, 6(2), 117-128. https://doi.org/10.22342/jme.6.2.2163.117-128
• Doolittle, P. (1999). Constructivism and Online Education. Available online: http://edpsychserver.ed.vt.edu/workshops/tohe1999/text/doo2s.doc
• Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2001). Abstraction in context II: The case of peer interaction. Cognitive Science Quarterly, 1(3), 307-368.
• Ellerton, N. F. (2013). Engaging pre-service middle-school teacher-education students in mathematical problem posing: development of an active learning framework. Educational Studies in Mathematics, 83(1), 87-101.
• Firdaus, F. M., Wahyudin, & Herman, T. (2017). Improving primary students' mathematical literacy through problem based learning and direct instruction. Educational Research and Reviews, 12(4), 212-219. https://doi.org/10.5897/ERR2016.3072
• Freudenthal, H. (1991). Revisiting mathematics education. Chine lectures. Kluwer Academic Publishers.
• Frith, V., Jaftha, J., & Prince, R. (2004). Evaluating the effectiveness of interactive computer tutorials for an undergraduate mathematical literacy course. British Journal of Educational Technology, 35(2), 159-171. https://doi.org/10.1111/j.0007-1013.2004.00378.x
• Gellert, U. (2004). Didactic material confronted with the concept of mathematical literacy. Educational Studies in Mathematics, 55(1), 163-179.
• Goldman, S. R., & Hasselbring, T. S. (1997). Achieving meaningful mathematics literacy for students with learning disabilities. Journal of Learning Disabilities, 30(2), 198-208.
• Gravemeijer, K. (1990) Context problems and realistic mathematic instruction, Gravemeijer, K., Hauvel M. V. & Streefland, L. (Ed.) Contexts Free Productions Tests and Geometry in Realistic Mathematics Education, the State University of Utrecht, Netherlands.
• Gravemeijer, K. (1994). Developing Realistic Mathematics Education. Freudenthal Institute.
• Gravemeijer, K. M., Vanen, H., & Streefland, L. (1998). Contexts free productions test and geometry in realistic mathematics education. State University of Utrecht.
• Graven, M., & Venkat, H. (2007). Emerging pedagogic agendas in the teaching of mathematical literacy. African Journal of Research in Mathematics, Science and Technology Education, 11(2), 67-84. https://doi.org/10.1080/10288457.2007.10740622
• Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational studies in mathematics, 70(1), 49-70. https://doi.org/10.1007/s10649-008-9141-5
• Howie, S., & Plomp, T. (2002). Mathematical literacy of school leaving pupils in South Africa. International Journal of Educational Development, 22(6), 603-615. https://doi.org/10.1016/S0738-0593(01)00030-X
• Julie, C., & Mbekwa, M. (2005). What would Grade 8 to 10 learners prefer as context for mathematical literacy? The case of Masilakele Secondary School: Research article: Mathematics and science education. Perspectives in Education, 23(1), 31-43.
• Jurdak, M. (2016). Learning and Teaching Real World Problem Solving in School Mathematics: Mathematical literacy: Does it exist? Springer Nature.
• Kabael, T., & Barak, B. (2016). Ortaokul matematik öğretmeni adaylarının matematik okuryazarlık becerilerinin PISA soruları üzerinden incelenmesi. Turkish Journal of Computer and Mathematics Education, 7(2), 321-349. https://doi.org/10.16949/turcomat.73360
• Kaiser, G. & Willander, T. (2005). Development of mathematical literacy: Results of an empirical study. Teaching Mathematics and its Applications, 24(2-3), 48-60. https://doi.org/10.1093/teamat/hri016 Khaerunisak, K., Kartono, K., Hidayah, I., & Fahmi, A. Y. (2017). The analysis of diagnostic assessment result in PISA mathematical literacy based on students self-efficacy in RME learning. Infinity Journal, 6(1), 77-94. https://doi.org/10.22460/infinity.v6i1.p77-94
• Kramarski, B., & Mizrachi, N. (2004). Enhancing mathematical literacy with the use of metackeitelognitive guidance in forum discussion. International Group for the Psychology of Mathematics Education, 3, 169-176.
• Kilpatrick, J. (2014). Competency frameworks in mathematics education. Encyclopedia of mathematics education, 85-87. https://doi.org/10.1007/978-94-007-4978-8_27
• Kissane, B. (2012). Numeracy: Connecting mathematics. In: Kaur, B., & Toh, T.L. (Eds.), Reasoning, Communication And Connections In Mathematics Yearbook 2012 (pp. 261-287). World Scientific Publishing Co.
• Kyricaou, C. (1992). Active learning in secondary school mathematics. Britics Educational Research Journal, 18(3).
• Lutzer, C. V. (2005). Fostering mathematical literacy. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 15(1), 1-6. https://doi.org/10.1080/10511970508984101
• Manfreda Kolar, V., & Hodnik, T. (2021). Mathematical literacy from the perspective of solving contextual problems. European Journal of Educational Research, 10(1), 467-483. https://doi.org/0.12973/eu-jer.10.1.467
• McCrone, S. S., & Dossey, J. A. (2007). Mathematical literacy- it’s become fundamental. Principal Leadership, 7(5), 32-37.
• Meaney, T. (2007). Weighing up the influence of context on judgements of mathematical literacy. International Journal of Science and Mathematics Education, 5(4), 681-704. https://doi.org/10.1007/s10763-007-9093-8
• Milli Eğitim Bakanlığı (MEB). (2018). Matematik dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). https://mufredat.meb.gov.tr/Dosyalar/2018813171044420-1-2018. Erişim tarihi: 11.06.2021.
• National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. VA: Author.
• Niss, M. A., & Højgaard, T. (Eds.) (2011). Competencies and Mathematical Learning: Ideas and inspiration for the development of mathematics teaching and learning in Denmark. Roskilde Universitet. IMFUFA.
• Niss, M. (2016). Mathematics standards and curricula under the influence of digital affordances. Digital curricula in school mathematics, 239.
• Niss, M., Bruder, R., Planas, N., Turner, R., & Villa-Ochoa, J. A. (2016). Survey team on: conceptualisation of the role of competencies, knowing and knowledge in mathematics education research. ZDM, 48(5), 611-632. https://doi.org/10.1007/978-3-319-62597-3_15
• Niss, M., Bruder, R., Planas, N., Turner, R., & Villa-Ochoa, J. A. (2017). Conceptualisation of the role of competencies, knowing and knowledge in mathematics education research. In Proceedings of the 13th International Congress on Mathematical Education (pp. 235-248). Springer, Cham.
• OECD. (2009). PISA 2009 Assesment framework. Key competencies in reading, mathematics and science. OECD Publishing.
• OECD. (2013). PISA 2012 assessment and analytical framework. Mathematics, reading, science, problem solving and financial literacy. OECD Publishing.
• OECD. (2016). PISA 2015 Assessment and analytical framework. Science, reading, mathematics and financial literacy. OECD Publishing.
• Oktiningrum, W., Zulkardi, Z., & Hartono Y. (2016). Developing PISA-like mathematics task with indonesia natural and cultural heritage as context to assess students’ mathematical literacy. Journal on Mathematics Education, 7, 1-8. http://dx.doi.org/10.22342/jme.7.1.2812.1-8 Palmér, H., Johansson, M., & Karlsson, L. (2018). Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone. In Students' and teachers' values, attitudes, feelings and beliefs in mathematics classrooms (pp. 13-23). Springer.
• Pettersen, A., & Nortvedt, G. A. (2018). Identifying competency demands in mathematical tasks: recognising what matters. International Journal of Science and Mathematics Education, 16(5), 949-965. http://dx.doi.org/10.1007/s10763-017-9807-5
• Sari, F. A., Yandari, I. A. V., & Fakhrudin (2017). The application of problem based learning model to improve mathematical literacy skill and the independent learning of student. In Journal of physics: Conference series, 812(1), 12-13. https://doi.org/10.1088/1742-6596/812/1/012013
• Smith, A. (2004). Making mathematics count: The report of Professor Adrian Smith's inquiry into post-14 mathematics education. Stationery Office. http://dera.ioe.ac.uk/id/eprint/4873
• Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 771-790). Springer.
• Steen, L. A., Turner, R., & Burkhardt, H. (2007). Developing mathematical literacy. W. Blum., P. L. Galbraith, H-W. Henn, & M. Niiss (Eds.). In Modelling and applications in mathematics education (pp. 285-294). Springer.
• Tomic, W., & Nelissen, J. M. (1998). Representations in Mathematic Education. ERIC, https://files.eric.ed.gov/fulltext/ED428950.pdf
• Tomlinson, M. (2004). 14-19 curriculum and qualifications reform. http://www.educationengland.org.uk/documents/pdfs/2004-tomlinson-report.pdf. Erişim tarihi: 19.10.2021.
• Uysal, E., & Yenilmez, K. (2011). Sekizinci sınıf öğrencilerinin matematik okuryazarlığı düzeyi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(2), 1-15.
• Van den Heuvel-Panhuizen, M. (1996). Assessment and Realistic Mathematics Education. Utrecht University Press.
• Verster, M. (2009). Creating an online learning ecology in support of mathematical literacy teachers. International Journal of Education and Development using ICT, 5(5), 85-100.
• Warniatun, W., & Junaedi, I. (2020). Mathematical literacy ability of 8th graders in Problem Based Learning with Think Talk Write approach. Unnes Journal of Mathematics Education, 9(2). 129-139. https://doi.org/10.15294/ujme.v9i2.32421