Design and Implementation of Mathematical Literacy-Oriented Learning: Teachers^ Perspectives and Practices Patrisius Afrisno Udil (a), Al Jupri (b*), Elah Nurlaelah (c)
a), b), c) Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
*aljupri[at]upi.edu
Abstract
Teachers^ knowledge of mathematical literacy and their ability to design and implement mathematical literacy-oriented learning play an important role in promoting students^ mathematical literacy. This study aims to analyze teachers^ perspectives and practices in designing and implementing learning treatments for enhancing students^ mathematical literacy. A qualitative method with a case study is carried out in this research. Subjects in this research consist of 6 mathematics teachers (2 junior high school teachers and 4 senior high school teachers) at Kupang, East Nusa Tenggara Province. Data collection techniques in this study were conducted using questionnaires, observation, documentation, and interviews. The data were analyzed descriptively based on the data obtained from the research instruments. The result of the study indicates that teachers believe their knowledge of mathematical literacy is very good and claim to be able to design and implement mathematical literacy-oriented learning well. However, document analysis, observations, and interviews with respondents also indicated that teachers^ knowledge and skills to design and implement mathematical literacy-oriented learning still need to be improved. A specific characteristic of teachers^ lack of knowledge and skills in designing and implementing mathematical literacy-oriented learning is discussed in this study.
