Kohar, Ahmad Wachidul and Zulkardi, Zulkardi and Darmawijoyo, Darmawijoyo (2014) *INVESTIGATING STUDENTS’ DIFFICULTIES IN COMPLETING MATHEMATICAL LITERACY PROCESSES: A CASE OF INDONESIAN 15-YEAR-OLD STUDENTS ON PISA-like MATH PROBLEMS.* In: The 1st Sriwijaya University Learning And Education International Conference (SULE-IC) 2014. Faculty of Teacher Training and Education, Sriwijaya University , Palembang, South Sumatera, Indonesia, pp. 662-675. ISBN 978-602-70378-0-9

| PDF Download (1263Kb) | Preview |

## Abstract

Mathematical literacy, the ability which describes a person's capacity to formulate, employ, and interpret mathematics in a variety of contexts, has been becoming an important discussion in the international PISA (Programme for International Student Assessment) survey that compares the achievement of students in all country participants in using math in everyday life. In the period 2000-2012, however, Indonesian students have not shown a good performance when participating this survey. This fact give rise to this study which aims to investigate Indonesian student’s difficulties in completing a set of mathematical processes mentioned in mathematical literacy components, i.e. formulate, employ, interpret/evaluate, when solving PISA-like tasks composed through a developmental study. A sample of 50 students aged 15 years worked the written examinations, and 8 of them were interviewed. Using ‘source of errors in mathematical literacy examination’ as a framework of analyzing student’s difficulties, data analysis revealed that mathematical process:‘formulate’, i.e. the process of identifying opportunities to use mathematics and then provide mathematical structure to a problem presented in some contextualised form, constituted the most frequently observed errors in student’s works. In term of Fundamental Mathematical Capabilities, a set of mathematical competencies mentioned in PISA framework 2012, the students found difficulties in all competencies, i.e. communication, reasoning and argumentation, mathematising, representation, problem solving, and the use of formal/symbolic language. The implications of this study motivate a further research on analyzing student’s performance in similar tasks as well as using the results of this study as tools to improve mathematical literacy based learning in every mathematics teaching program. Key words: mathematical literacy, student’s difficulties, pisa-like math problems, fundamental mathematical capabilities, mathematical processu

Item Type: | Book Section |
---|---|

Subjects: | L Education > L Education (General) Q Science > QA Mathematics |

Divisions: | Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Mathematics Education |

Depositing User: | Dr, M.A. Hartono Hartono |

Date Deposited: | 20 Sep 2016 15:21 |

Last Modified: | 20 Sep 2016 15:21 |

URI: | http://eprints.unsri.ac.id/id/eprint/6830 |

### Actions (login required)

View Item |