International Perspectives on Teaching and Learning for Mathematical Literacy / edited by Oda Heidi Bolstad, Simon Goodchild, Merrilyn Goos.

Format:

Book

Contributor:

Bolstad, Oda Heidi, editor.

Goodchild, Simon, editor.

Goos, Merrilyn, editor.

Series:

Educational Research E-Books Online, Collection 2024.

Mathematics Teaching and Learning ; 6.

Educational Research E-Books Online, Collection 2024

Mathematics Teaching and Learning ; 6

Language:

English

Subjects (All):

Education.

Mathematics Education.

Physical Description:

1 online resource (239 pages)

Edition:

First edition.

Place of Publication:

Leiden ; Boston : Brill, 2025.

Language Note:

English

Summary:

Mathematics plays an important role in today’s world and is used in daily life more that often is appreciated. Mathematical literacy denotes the competence to deal with the mathematical issues of life in modern society. The underlying purpose of this book is to support the development of rich understandings and practices of how an education for mathematical literacy can be realised. The collected works, emerging from several educational systems, offer a fresh perspective on mathematical literacy and the chapters include practical examples that teachers, pre-service teachers, and teacher educators might adapt to their own needs.

Contents:

Intro

Contents

Figures and Tables

Figures

Tables

Notes on Contributors

1. International Perspectives on Teaching and Learning for Mathematical Literacy: An Introduction

Abstract

Keywords

1 Prelude

2 Mathematical Literacy - What and Why?

3 Researching ML in Norway

4 Mathematical Literacy Research and Practice in 2023: A Position Statement

4.1 Conceptualisation

4.2 Professional Development

4.3 Teacher Education

4.4 Educational Resources

4.5 Summary

5 Introduction to the Remainder of This Volume

5.1 Section 1: Mathematical Literacy in Teaching and Teacher Education

5.2 Section 2: Designing and Evaluating Mathematical Literacy Tasks

5.3 Section 3: Mathematical Literacy in Real World Tasks and Experiences

5.4 Conclusion

References

Part 1: Mathematical Literacy in Teaching and Teacher Education

2. Preparing Pre-service Teachers to Engage in Mathematical Literacy Practices across the Curriculum

1 Introduction

2 Mathematical Literacy in the School Curriculum

3 Supporting Teachers to Embed Mathematical Literacy across the Curriculum

4 Mathematical Literacy in Initial Teacher Education

5 A Research Study: Teacher Preparation for Mathematical Literacy across the Curriculum in Ireland

5.1 Research Design and Methods

5.2 Pre-service Teachers' Understanding of the Meaning of Numeracy

5.3 Pre-service Teachers' Perceptions of Incorporating Numeracy into a Lesson

5.4 Pre-service Teachers' Opportunities to Learn about Numeracy for Teaching

6 Implications for Initial Teacher Education

Acknowledgments

3. The Teaching of Mathematical Literacy in Four South African Classrooms

2 Literature

3 Framework

4 Methodology

5 Results

5.1 Kelan.

5.1.1 Foregrounding Mathematics Concepts

5.1.2 Providing a Concrete Illustration of Area Covered by a Tin of Paint

5.1.3 Trying to Provide Access to a Mathematics Concept Using a Misleading Metaphor

5.2 Danny

5.2.1 Moving Quickly to the Mathematics Calculations

5.2.2 Emphasising Rules for Conversion of Units

5.2.3 Unfolding Information in Steps to Reveal the Mathematical Structure

5.3 Edith

5.3.1 Providing Rules to Make It Easier

5.3.2 The "Cross-Multiplication" Rule

5.3.3 Difficulties in Interpreting Contextual Language

5.4 Grace

5.4.1 Reliance on the Textbook

5.4.2 Difficulties in Explaining Differences between Two Different Mathematics Relationship

5.4.3 Difficulties in Understanding a Context

5.4.4 Difficulties in Understanding a Contextual Rule

6 Discussion

7 Conclusion

Part 2: Designing and Evaluating Mathematical Literacy Tasks

4. Levels of Context Use: An Analytical Tool to Inform the Influence

2 Key Aspects of PISA Mathematics

3 Defining the Context of a Mathematics Problem

4 Levels of Context Use

5 Does Level of Context Use Influence Student Performance?

5.1 Preliminary Investigation

5.2 Refined Classification System for Level of Context Use of Problems

5.3 The Effect of Level of Context Use on the Performance of Year 10 Students

6 Using Level of Context Use as an Analytical Tool to Construct Mathematical Problems

Notes

5. Interplay between Contextual and Mathematical Literacy in Task Design

2 Background

2.1 Mathematical Literacy and Contextual Literacy

3 Math-LIGHT Program and Units

3.1 Stepped Tasks

4 Examples of Math-LIGHT Tasks and Analysis of Their Complexity

Unit 1: Different Temperature Scales.

Unit 2: Basketball

Unit 3: Perspective in Impressionist Painting

5 Teachers' Conceptions about the Role of Context and Content in Math-LIGHT Units

5.1 The Setting

5.2 Findings

6 Concluding Notes

Acknowledgment

Part 3: Mathematical Literacy in Real World Tasks and Experiences

6. Supporting Teachers to Develop Mathematical Literacy through Contemporary Financial Contexts

1 Background

2 Defining Key Terms

3 Financial Education in Australia

4 The Research Design

4.1 Theoretical Guidance

4.2 Methodology and Methods

4.3 The Economics + Maths = Financial Capability Course

4.3.1 Example 1: Best Buys with a Twist

4.3.2 Example 2: Real Cost of Buying Now and Paying Later

4.4 Course and Research Participants

4.5 Data Analysis

5 Findings

5.1 Findings Drawn from Teacher Surveys

5.2 Findings Drawn from Teacher Interviews

5.2.1 Teachers' Professional Identity and Disciplinary Affiliation

5.2.2 Teachers' Perceptions of Mathematics and Numeracy

5.2.3 The Appeal and Power of Contextualised Teaching and Learning

7 Concluding Remarks

Note

7. Mathematical Literacy in the Context of Statistics: A Theoretical Discussion and an Example

1.1 Mathematical Literacy - A Frame of Reference

2 Statistics and Statistical Literacy

2.1 Statistics as a Discipline

2.1.1 Wild and Pfannkuch's Framework of Statistical Thinking

2.2 Statistical Literacy

2.2.1 Two Frameworks of Statistical Literacy

3 The Models and Modelling Perspective and Its Relation to Mathematical Literacy and Statistical Literacy

3.1 The Models and Modelling Perspective

3.1.1 Model Development Sequences

3.1.2 Model Eliciting Activities.

3.2 Mathematical Literacy and Statistical Literacy from a Models and Modelling Perspective

4 How Long Is a Minute? - An Activity Supporting Students in Developing Mathematical Literacy in the Contexts of Statistics

5 Summary

8. Fostering Student's Mathematical Literacy through Mathematical Modelling Tasks

2 A Short Review of Mathematical Literacy

3 A Short Review of Mathematical Modelling

4 Comparing Mathematical Literacy and Mathematical Modelling

5 Fostering

6 The Description and Analysis of the Three Modelling Tasks

6.1 The Modelling Task Polling

6.2 A Literacy Perspective on the Modelling Task Polling

6.3 The Modelling Task Pandemic

6.4 A Literacy Perspective of the Modelling Task Pandemic

6.5 The Modelling Task Sankey Diagrams

6.6 A Literacy Perspective on the Task Sankey Diagrams

7 Discussion and Conclusion

Part 4: Commentary

9. Mathematical Literacy as a Disruptive Innovation

2 Conceptual Framework

3 How Is Mathematical Literacy Represented in the Official Curriculum?

4 How Is Mathematical Literacy Developed by the Operational Curriculum?

5 What Knowledge Do Teachers Need to Engage in Mathematical Literacy Practices across the Curriculum?

6 Conclusion

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references and index.

ISBN:

90-04-71096-5

Publisher Number:

10.1163/9789004710962 DOI