Preliminary Study: Mathematics’ Teacher Conception in Suporting the Integration of Mathematics’ Literacy and Mathematics Teaching and Learning.

Abstract

Indonesia’s curriculum does not include the mathematics literacy as a part of it. Therefore, Indonesia's achievement in PISA depend on the competence of teachers in integrating mathematics literacy and mathematics teaching and learning in class. This teacher competence is build by the teachers conception in planning and managing the mathematics teaching and learning such as problem solving. This study is a preliminary study to explore the initial information about 1) the teachers opinion about mathematics literacy, 2) the teachers habitude in teaching mathematics, and 3) The teachers belief in  integration the mathematics literacy and mathematics teaching and learning. To meet these objectives, the two types of questionnaires were distributed. The first questionnaire was given to 5 mathematics teachers in junior high school and the second questionnaire was given to 2 students who are taught by each teacher. The result of second questionnaire was used as triangulation of the results of the first questionnaire. Based on the questionnaire, data showed that 1) most of teachers do not have enough knowledge about what was mathematical literacy, 2) mathematics teaching and learning is done by focus on teaching the procedure of solving the exercises on the text book of a particular subject, and 3) most of teachers are thinking pessimistic to integrate mathematics literacy and mathematics teaching and learning in the future.