Teachers’ views and experiences on mathematical literacy and context-based task

DOI

10.2991/icst-18.2018.166How to use a DOI?

Keywords

mathematical literacy, context-based task, teacher views

Abstract

This study aimed at exploring middle school mathematics teacher’s views on mathematical literacy and context-based task. Data were collected through questionnaire items filled out by 91 teachers at two districts in East Java province, Indonesia. Data were analyzed by scoring the teacher responses and report the tendency of the responses on the concept of mathematical literacy and context-based task. The result indicates that in general, participants show high agreements on the conception which leads the characteristic of mathematical literacy and context-based task, except for the conception of the context-based task in relation to the level use of context and the scope of mathematical literacy. Regarding teachers’ experience, teachers generally show a high degree of frequency in organizing mathematical literacy-based teaching, except for designing mathematics task using a particular context for mathematical literacy.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Tatag Yuli Eko Siswono
AU  - Ahmad Wachidul Kohar
AU  - Sugi Hartono
AU  - Abdul Haris Rosyidi
AU  - Pradnyo Wijayanti
PY  - 2018/12
DA  - 2018/12
TI  - Teachers’ views and experiences on mathematical literacy and context-based task
BT  - Proceedings of the International Conference on Science and Technology (ICST 2018)
PB  - Atlantis Press
SP  - 819
EP  - 824
SN  - 2589-4943
UR  - https://doi.org/10.2991/icst-18.2018.166
DO  - 10.2991/icst-18.2018.166
ID  - Siswono2018/12
ER  -