Analyzing In-Service Teachers' Process of Mathematical Literacy Problem Posing

Autor/inn/en	Kozakli Ulger, Tugce; Bozkurt, Isil; Altun, Murat
Titel	Analyzing In-Service Teachers' Process of Mathematical Literacy Problem Posing
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 3, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kozakli Ulger, Tugce) ORCID (Bozkurt, Isil) ORCID (Altun, Murat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Teachers; Numeracy; Questioning Techniques; Middle School Teachers; Word Problems (Mathematics); Teacher Attitudes + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Rechenkompetenz; Befragungstechnik; Fragetechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Textaufgabe; Lehrerverhalten
Abstract	Posing mathematical literacy problems is one of the challenging issues in literacy studies. The present study focused on how to develop the ability to pose mathematical literacy problems. Within the context of the training given to middle school mathematics teachers on how to pose mathematical literacy problems, literacy problems were introduced. Each of the problems was discussed and evaluated regarding the structural characteristics and differences from the routine problems. Respectively, the steps of (i) completing an incomplete problem with a context as a mathematical literacy problem; (ii) evaluating the problems in the textbooks in terms of realistic problems and converting them into mathematical literacy problems; and (iii) conducting exercises for writing original mathematical literacy problems. It was concluded that teachers were more successful in creating contexts, that they tended to write operation-oriented problems, that they often used sentences ending with the words "please calculate" and "find" by being influenced by the traditional word-problem sentences contained in the textbooks, and that they had more difficulty in developing problems which should bring forward a mathematical suggestion than other problem types. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01