Since mathematics is frequently thought of as a difficult topic, many people assume that it is only applicable in academic contexts or specialized occupations. However, mathematical literacy is ...crucial to many facets of contemporary culture, including daily activities, money management, and critical thought. In this article, we’ll examine the value of mathematical literacy while emphasizing its real-world uses and showing how it enables people to successfully manage the challenges of modern life. The typical misunderstanding about mathematics is highlighted in this introductory sentence because it is frequently perceived as a challenging subject with little application outside of academic or specialist professions. The article seeks to refute this idea by highlighting the vital importance of mathematics literacy in all facets of contemporary life. It highlights how the importance of mathematics literacy on our daily lives, financial decisions, and critical thinking processes goes well beyond the classroom.
This article theoretically investigates correspondences between the principles of Transdisciplinarity and the concept of Mathematical Literacy due to the need to reformulate the usual Mathematics ...teaching practices, which result in precarious learning for Brazilian students. Based on this investigation, in parallel, we present the results of a bibliographic mapping of national articles published between 2018 and 2021, interrelating ideas on Mathematics, Transdisciplinarity, and the National Curricular Common Base (BNCC in Portuguese), to identify Mathematical Literacy improvements. The results revealed that Mathematical Literacy can be transdisciplinary in BNCC as long as there is a development of skills such as self-management and teaching of Mathematics approaching contents in a transversal and multi-referential way. For future works, we suggest that studies deeply investigate aspects of Transdisciplinarity contained in the BNCC in the area of Mathematics, as well as studies applying such aspects in pedagogical experiences of Mathematical Literacy.
Indonesian government has been promoting the National Literacy Movement since 2016 to response disappointing results of the Program for International Student Assessment on literacy and mathematical ...literacy skills of students. This movement involves many parties, including educational universities, to prepare mathematics education students of master level, as prospective teachers or lecturers, to understand mathematical literacy. To investigate this condition, this study aims to analyze master student understanding on mathematical literacy problems. To do so, we conducted an online survey via Google Form involving 32 master students from several universities in Bandung. In this survey, each master student was called for sending two mathematics problems and solutions that considered to be literacy problems. The results revealed that 17 (53%) involved master students understand mathematical literacy problems. The most frequent category of literacy problems to appear was Change and Relationship followed by categories of Space and Shape, Uncertainty and Data, and Quantity, respectively. Another result showed that word problems seemed to be regarded as the same as mathematical literacy problems by some students. We conclude that master student understanding of mathematical literacy needs to be improved for facing future educational careers.
This study aims to describe the mathematical literacy of Indonesian students based on research articles published in the last decade. This study used a systematic literature review method by ...collecting 163 relevant journals and then re-selected to meet the inclusion criteria and the criteria for assessing the quality of study results. It was found information on the development of research analyzing the mathematical literacy of Indonesian students starting from elementary school, junior high school, high school, and College Level. The literacy level of students at the elementary level is still considered low, while at the junior high school level it is assessed from various perspectives ranging from the low mathematical literacy of students to the factors that influence it. At the high school level, students' mathematical literacy is also still low even though a mathematical literacy test has been carried out in the Indonesian context. Finally, mathematical literacy at the university level is found that different student learning styles will go hand in hand with different mathematical literacy abilities.
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.
This study aims to determine the characteristics of students' metacognition in solving mathematical literacy problems. The metacognitive traits explored are related to awareness in planning, ...monitoring, and evaluating the design of the thinking process used. The research method used is a mixed-method (sequential explanatory), which uses quantitative research results to conduct qualitative research. The research subjects were 80 early semester students who took the literacy test and chose six respondents representing the upper, middle, and lower groups, with two people in each group to be interviewed. The results showed that the mathematical literacy skills of prospective teachers were at a low level. Metacognitive characteristics that appear in the low group are (1) realizing that the solution of strategy is not right but not improved; (2) planning to develop a settlement strategy, but are not sure, (3) do not carry out the re-check process, and (4) do not believe what is being thought and do not understand the concept. Metacognitive traits in the middle group are (1) aware of what they are thinking, (2) consciously plan various strategies to improve thinking accuracy, but do not always use these strategies, (3) tend to monitor the thinking process, and (4) show tendency to master the basic mathematical concepts of the problems at hand.The characteristics of metacognition in the high group during problem-solving are (1) Using various strategies to demonstrate or improve the accuracy of thinking (sketching, drawing), (2) Analyzing the problem before solving it, and (3)Understanding and mastering the mathematical concepts that underlie the problem which is given.
The study was carried out in the VIII class of junior school Baitul Aziz of the 2022-2023 school year aimed at analyzing learners' literacy of mathematics skills on the matter of PISA oriented ...questions with uncertainty and data content. This research implemented a quantitative descriptive method with a cross-sectional research design. The participants of this research was learners of class VIII-1 and VIII-2 as many as 37 learners. The research data included a written test with data analysis by categorizing mathematical literacy abilities into 3 categories, they are low, medium and high. The outcome of the test showed that 1) the mathematical literacy abilities of male learners point to high levels of category at a percentage of 7.14%, a medium figure of 85.71%, and a low category of 7.14%; 2) female learner mathematical literacy abilities indicate at a high category of 17.37%, a medium category of 56.52%, and a low category of 26.09%; 3) it was concluded that the literacy of mathematics of the male learners is equal to the literacy of mathematics of the female learners because the largest percentage of the category falls at medium.
This study aimed to describe the Mathematical literacy skills of Grade VI students of SD Inpres Nipa-Nipa, in terms of reflective and impulsive cognitive styles, based on the six levels of ...Mathematical literacy. This research was a descriptive study with a qualitative approach. The subjects of this study were two grade IV students, one student with a reflective style and another student with an impulsive style. The data collection began by giving a cognitive style test and an initial Mathematics test. Then, a Mathematical literacy test was also administered to determine the level of students’ literacy. After that, an interview was conducted to obtain more accurate data. The results showed that (1) the reflective student took a long time and was very circumspect in answering the Mathematical literacy test questions, so that the results were more accurate. The reflective student was able to answer the questions with clear procedures sequentially and was able to interpret and use representations based on information of the questions, so that it could take the right strategy to answer the question. These results revealed that the students were at the third level of mathematical literacy ability, (2) the impulsive student needed shorter time and was less careful in answering a Mathematical literacy test so that the results were less accurate. The results showed that the impulsive student could answer the question with an identified context and the relevant information with a clear question was available. In addition, the impulsive student could identify information obtained from the question and when he was given a stimulus. Thus, the impulsive student possessed the first-level of Mathematical literacy skills.
This study aims to determine students’ mathematical literacy skills in solving PISA mathematical problems. Mathematical literacy is the capacity of individuals to formulate, use, and interpret ...mathematics in various contexts. Students’ mathematical literacy skills can be seen in the way students work in solving PISA questions. This study is qualitative descriptive research. Data from the analysis of students’ mathematical literacy skills were obtained through tests in the form of descriptive questions adopted from PISA questions, analysis based on indicators of mathematical literacy skill according to PISA, and the interview results with students who worked on the PISA questions. This study shows that students’ mathematical literacy skills were in the medium to the low category; this can be seen from the percentage of students’ answer scores in working on PISA questions. Therefore, it is necessary to provide reasoning questions such as PISA questions to help students improve their mathematical literacy skills.
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