Lisansüstü Eğitim Gören Matematik Öğretmenlerinin Tasarladıkları Matematik Okuryazarlığı Sorularının İncelenmesi

Abstract

This study aimed to examine the mathematical literacy questions designed by mathematics teachers with a postgraduate degree on mathematical literacy, in relation to the categories of mathematical content, real-life context, and mathematical processes, which are all defined as the dimensions of the PISA mathematical literacy framework. Another aim of the study is to investigate the appropriateness of the classifications made by mathematics teachers for the mathematical literacy questions they designed. The design of the study is a case study in qualitative research methods. The participants of the study consisted of six secondary school mathematics teachers, who had attended a postgraduate mathematical literacy course in Turkey. Data were obtained from eighteen questions on mathematical literacy designed by six participants and from the classifications made for the questions. As a result of the study, the majority of the questions designed by the participants turned out to fall in the category of ‘change and relationships’ and questions related to the real-life situations were mostly designed in the category of ‘personal’ context, with the least number of questions designed in the ‘scientific’ and ‘societal’ contexts. When the questions were examined in terms of the mathematical processes, most of them appeared to include all three categories of mathematical processes.