Alignment of the Philippine Mathematics Teacher Education Curriculum with the Programme for International Student Assessment

<p style="text-align: justify;">This study aimed to examine the alignment of the Philippine mathematics teacher education curriculum with the 2021 mathematics literacy framework of the Programme for International Student Assessment (PISA). Such study could inform the Philippine Commission on Higher Education (CHED) if its mandated bachelor’s degree in secondary education major in mathematics could produce teachers at the secondary level prepared to deliver the expectations of PISA to mathematically literate 15-year-old learners. Through document analysis, the researcher reviewed the alignment of two official documents accessible online: the 2017 Philippine mathematics teacher education curriculum and the 2021 PISA mathematics literacy framework. Three mathematics education experts validated the researcher’s analysis. The results revealed alignment of the content and competencies covered by the teacher education curriculum and PISA mathematics literacy framework. However, the researcher found gaps in the curriculum in terms of its responsiveness in capturing some contexts and 21st century skills emphasized in PISA 2021 mathematics literacy framework. The study provided recommendations in addressing the gaps to inform needed updating in the teacher education curriculum to meet the expectations of PISA as a step to meeting the international standards of quality educational program.</p>

Using Shared Story Reading in Mathematics

Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, Two of Everything, to illustrate how this routine can be used in K–2 classrooms.

Analysis of Mathematics Literacy Ability Based on Problem Solving Ability For Class VII Students of SMP Bunda Rangkiang

In modern times, students are required to have logical, creative, and critical thinking in order to be able to manage and deal with problems that exist in real life. This study aims to analyze mathematical literacy based on the problem-solving abilities of students. The type of research used is qualitative research with a case study research method. The subjects in this study were 9 students of grade VII SMP Bunda Rangkiang. The results of this study are descriptive related to mathematical literacy, among others, to formulate, apply, and interpret using PISA (Program for International Students Assessment) questions. It can be seen from the mathematical literacy of students in the low category 42.85%, the medium category 75%, and the high category 89.28%.

DESIGNING PISA-LIKE MATHEMATICS TASK USING A COVID-19 CONTEXT (PISACOMAT)

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.

Investigatigation of the Visual Mathematics Literacy Self-Efficacy Perception According to Several Variables

The purpose of the current study was to investigate prospective elementary school teachers’ visual mathematics literacy self-efficacy perceptions according to grade level, gender and the ability to draw geometric objects on isometric dot paper. The data were collected from 201 prospective elementary school teachers enrolled in the elementary school teaching department of a state university in the Western Black Sea Region. There were 86 freshman and 115 senior prospective elementary teachers. 149 of the participants were female and 52 of them were prospective male teachers. When the prospective teachers were classified according to their drawing skills on isometric dot paper, 42 of them were weak, 65 were intermediate and 94 were classified as good. In the current study, survey model that is one of the quantitative research methods was used and the study has a descriptive nature. The data of the study were collected by “Visual Mathematical Literacy Self-Efficacy Belief Instrument” consisting of 37 items developed by Bekdemir and Duran (2012) and “Drawing Geometric Objects on Isometric Dot Paper Scale” consisting of four items developed by the researcher. In data analysis, “mean”, “percentage”, “frequency”, “two way ANOVA” and “one way ANOVA” were used. The ability to draw geometric objects on isometric dot paper of prospective elementary school teachers analyzed into three categories as good, intermediate and weak. Prospective teachers who could draw all of the geometric objects given in the scale correctly on isometric dot paper were classified as good. Prospective teachers who could make the correct drawing of three or two geometric objects were classified as intermediate, and prospective teachers who could make the correct drawing of one geometric object or could not draw correctly any of the objects were classified as weak. As a result of data analysis, it could be said that prospective teachers saw themselves at a reasonable level regarding visual mathematics literacy. Moreover, the results revealed that there was a statistically significant difference the mean scores of prospective teachers in terms of grade level and the ability to draw geometric objects on isometric dot paper but there was not any statistically significant difference in the self-efficacy scores of prospective teachers according to gender

Mathematics literacy skills in pre-service teachers: What could they do?

Mathematics literacy is individual capacity to formulate, to employ, and to interpret mathematics in various contexts. Indonesian students aged 15 are required to perform these three skills and these abilities reflect the success of the curriculum. The results, however, are never considered satisfying since, many argue, the students are not accustomed to deal with the mathematics literacy problems. Teacher is then the one who takes the responsibility to make the students familiar with the literacy problems. This research aims to look closer at the mathematics literacy skills possessed by pre-service teachers. It is a qualitative research which involved 128 undergraduate student teachers as the subjects. A custom mathematics literacy test was developed with various contexts to measure the student teachers’ literacy skills according to the PISA framework. The results suggest that they performed well in the level 1 to 3 problems, but not in the level 4 to 6. Many errors made by the student teachers in the stage of formulating, employing, or interpreting. Finally, teachers need to be accustomed to this skill before they are ready enough to teach their students.