Australian Mathematics Literacy Perspectives: Assessment

Abstract

This is a companion paper and should be read with the earlier one (White, 2017) that focused mainly on Australian governmental policies. In this paper, a more classroom and student focus will be adopted while summarising a few of the salient points of the first paper. A brief listing of five different types of mathematical literacy is provided. The definition used by the Program for International Student Assessment (PISA) is selected andsome brief remarks are provided on this program. PISA items are presented in the form of word problems. If a country such as Australia or Indonesia wants to improve their PISA results then it would demand that some class time is devoted to the development of the abilities of younger students to handle word problems before they turn fifteen and are subjected to PISA. To support classroom teachers, Newman (1977, 1983) defined five specific mathematical literacy levels as crucial to performance on mathematical wordproblems: reading, comprehension, transformation, process skills, and encoding. Newman's Error Analysis (NEA) provides a framework for considering the reasons that underlay the difficulties students experience with mathematical word problems and a process that assists teachers to determine where misunderstandings occur. NEA also provides directions for where teachers could target effective teaching strategies to overcome them. There is a brief discussion of strategies to assist students improve theirmathematical literacy.

Error analysis in answering system of of linear equations with two variables questions based on Newman indicator

“…After finding the research subjects and analyzing their answers, interviews were conducted on the subjects to confirm the answers to the tests they wrote, with questions such as the following (White, 2018):…”

Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Pada Topik Sisitem Persamaan Linier Dua Variabel Berdasarkan Prosedur Newman

“…Dalam menganalisis kesalahan yang dilakukan siswa maka digunakan prosedur Newman. Menurut Newman dalam (Kusmaryono, 2018;Sumule dkk., 2018;White, 2018) setiap siswa yang ingin menyelesaikan soal matematika, mereka harus bekerja melalui lima tahapan berikut, yaitu (1) membaca masalah (reading), (2) memahami masalah (comprehension), (3) transformasi masalah (transformasion), (4) keterampilan proses (process skill), (5) penulisan jawaban (encoding). Prosedur Newman bertujuan untuk memahami serta menganalisis bagaimana siswa memecahkan suatu masalah.…”

“…Prosedur Newman pertama kali diperkenalkan oleh Anne Newman, seorang guru bidang studi matematika di Australia pada tahun 1977. Menurut Newman dalam (Kusmaryono, 2018;Sumule dkk., 2018;White, 2018) setiap siswa yang ingin menyelesaikan soal matematika, mereka harus bekerja melalui lima tahapan berikut, yaitu (1) membaca masalah (reading), (2) memahami masalah (comprehension), (3) transformasi masalah (transformasion), (4) keterampilan proses (process skill), (5) penulisan jawaban (encoding).…”

Mathematical Literacy Ability of Camper Type Students Based on Gender Differences

“…It includes reasoning mathematically and using mathematical concepts, procedures, fact and tools to describe, explain and predict phenomena. It assists individuals in recognizing the role that mathematics plays in the world and to make the well-founded judgments and decisions needed by constructive, engaged, and reflective citizens (OECD, 2015: 13;White, 2018).…”