Displaying Mathematical Literacy – Pupils’ Talk about Mathematical Activities

Abstract

The aim of the study was to exemplify pupils' mastering of mathematical literacy. The study is a comparative multiple case study. In pupils' talk of mathematical activities aspects of mathematical literacy are discerned. A distinction is made between pupils: (1) pupils in mathematical difficulties, (2) pupils with another mother tongue than Swedish or (3) pupils without mathematical difficulties. The study was performed as a comparative multiple case study. The "cases" were constituted by the three groups of pupils, and these were compared. Seventy-two pupils in grade 5 in six different primary schools in Sweden participated: twenty-four pupils in mathematical difficulties (twelve girls and twelve boys), twenty-four pupils with another native language than Swedish (twelve girls and twelve boys) and twenty-four pupils without mathematical difficulties (twelve girls and twelve boys). After each of the performed lessons in which the activities were carried out the pupils were interviewed (groupwise in the above defined groups) about their experience of the activities. In the analysis of the results three ideal types were described, one for each group of pupils. The ideal types were discussed with relation to mathematical literacy.

Mathematical Literacy’s Vocational Students Based on Logical and Numerical Reasoning

“…Studying mathematics literacy is one of the prerequisites for someone to be successful in the 21st century (Murnane, Sawhill & Snow, 2012). Some activities that can encourage literacy math is (1) reasoning mathematically and mathematical concepts, (2) recognizing the role that mathematics plays in the world, (3) making well-founded judgments and decisions, (4) solving problems set in the pupil's life world context (Sandstorm, Nilsson & Lilja, 2013). "Four interrelated thinking processes items, namely problem solving, representating, manipulating and reasoning underpin mathematical literacy" (Pugalee in Diezmann, Watters & English, 2001).…”

Implementation of Realistic Mathematics Education Based on Adobe Flash Professional Cs6 to Improve Mathematical Literacy

“…In this connection, someone who studies mathematics is required to have and develop the ability to solve mathematical problems, especially those related to daily activities. Some activities that can encourage mathematical literacy are (1) mathematical and mathematical concepts of reasoning, (2) recognizing the roles played by mathematicians in the world, (3) making reasonable decisions and decisions, (4) solving problems set in pupils of the world life context (Sandström, Nilsson, & Lilja, 2013).…”

School Leaders’ Perceptions of Teaching and Learning Science and Mathematics in a Non-native Language in Lebanon. (c2022)

“…While teaching and learning science and mathematics in a non-native language can threaten the cultural identity and undermine the local language (Ennaji, 2005;Lodge, 2016;Robertson & Graven, 2019;Sah, 2020;Sah & Li, 2018), it can, on the other hand, contribute to the advancement of an individual's socioeconomic mobility domestically and internationally (Albury, 2019;Piller & Cho, 2013;De Swaan, 2001) without having a negative impact on the cultural identity and the value of the native language in the society (Cummins, 2000;Navés, 2009;Ngugi, 1994;Sumaryono & Ortiz, 2004). Furthermore, while some researchers perceive teaching and learning science and mathematics in a non-native language as an opportunity for students to achieve the aspects of science and mathematics literacy (Kuteeva & Airey, 2013;Sandström et al, 2013), other researchers argue that the lack of proficiency in the non-native language, as the language of science and mathematics instruction, can hamper the learning of these subjects (Heliawati et al, 2020;Hu & Gao, 2020;Kibirige & Mogofe, 2021).…”

“…Furthermore, while some researchers perceive teaching and learning science and mathematics in a non-native language as an opportunity for students to achieve the aspects of science and mathematics literacy (Kuteeva & Airey, 2013;Sandström et al, 2013), other researchers argue that the lack of proficiency in the non-native language, as the language of science and mathematics instruction, can hamper the learning of these subjects (Heliawati et al, 2020;Hu & Gao, 2020;Kibirige & Mogofe, 2021).…”

“…A body of research emphasizes the fundamental role of language in achieving scientific and mathematical literary (OECD, 2013;Wright & Domke, 2019;Yore et al, 2007). Some researchers perceive non-native languages as the languages of science and mathematics and believe that using them as the medium of science and mathematics instruction creates an opportunity for students to achieve the aspects of scientific and mathematical literacy (Kuteeva & Airey, 2013;Sandström et al, 2013). However, other researchers believe that the lack of proficiency in the nonnative language, as the language of science and mathematics instruction, hampers the learning of these subjects (Heliawati et al, 2020;Hu & Gao, 2020;Kibirige & Mogofe, 2021).…”