Akademik Veri Yönetim Sistemi
International Congress on Science and Education 2018 , Afyonkarahisar, Türkiye, 23 - 25 Mart 2018, cilt.1, ss.367
Mathematical literacy is defined as “individual’s capacity to identify and understand the role that
mathematics plays in the world, to make well-founded judgments, and to engage in mathematics in
ways that meet the needs of that individual’s current and future life as a constructive, concerned and
reflective citizen.” (OECD 1999, 41). Mathematical literacy is measured via PISA (Programme of
International Student Achievement) test questions which is an international exam repeated every three
years aiming to assess 15 years old students’ knowledge and skills in reading skills, science and
mathematics literacy. According to PISA reports mathematical literacy level of Turkish students was
lower than many countries (OECD, 2014,, 2016). Mathematics teachers’ perspectives of
implementation of PISA mathematics items are worth to investigate to improve mathematical literacy
of students. In other words, teachers’ views about integration of PISA items into mathematics classes
might give valuable implications about teachers’ way of teaching leading success in students’ math
literacy. Thus, the purpose of the study is to investigate prospective middle school mathematics
teachers’ opinions about the implementation of PISA mathematics items in line with Turkish middle
school curriculum. Qualitative case study was used to collect data from 12 senior (fourth grade)
prospective mathematics teachers enrolled in a teacher education program in Ankara, Turkey.
Participants were chosen purposively. State differently, prospective teachers who have completed
teaching methods and school experience courses were selected since they are the participants who
have potential to discuss place and importance of math literacy in mathematics classes. During the
data collection, researchers gave sample PISA items to the participants and let them analyze the
structure and the content of the items. Then, a questionnaire was used to collect prospective teachers’
opinions about the appropriateness of implementation of PISA items in Turkish middle school
curriculum. Data analysis showed that, 10 prospective teachers stated that PISA items were not
suitable to Turkish students. On the other hand, 2 of them stated that questions could be implemented
into math classes since mathematics standards of Turkish Educational System and standards defined
by PISA were parallel and Turkish students have competence to solve PISA items. Seven prospective
teachers who emphasized that items were not suitable for Turkish students stated that types of
assessment used during mathematics lessons aimed to improve students’ operational skills and do not
put emphasis on real world connection. Therefore, students are not familiar with the questions asked
in PISA tests. In addition, of the prospective teachers stated that since Turkish educational system
mostly focus on the memorization of basic facts, PISA test questions are not suitable to implement into
Turkish math classes. Lastly, 3 prospective teachers claimed that items weren’t suitable for Turkish
students since teachers don’t have adequate knowledge to adapt items in lessons. Therefore, it is
suggested that prospective teachers should be provided with an environment where they will observe
PISA-style questions during their higher education. By this way, they could enhance their knowledge
on math literacy and could implement PISA type questions in their future practices.