Teachers’ views and experiences on mathematical literacy and context-based task
Tatag Yuli Eko Siswono, Ahmad Wachidul Kohar, Sugi Hartono, Abdul Haris Rosyidi, Pradnyo Wijayanti
Tatag Yuli Eko Siswono
Available Online December 2018.
- https://doi.org/10.2991/icst-18.2018.166How to use a DOI?
- mathematical literacy, context-based task, teacher views
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
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 - https://doi.org/10.2991/icst-18.2018.166 ID - Siswono2018/12 ER -