Opportunity to Develop Mathematical Literacy

Abstract

This study aimed at analyzing the characteristics of function tasks related to developing mathematical literacy in Chinese and Korean mathematics textbooks. Two series of Chinese mathematics textbooks and three series of Korean mathematics textbooks at the level of junior and senior middle school were analyzed in this study. An eight dimensional framework, integrating the construct of mathematical literacy in PISA 2012 mathematics with the notion of mathematical literacy in Chinese and Korean mathematics curriculum, was utilized to reveal the extent to which textbooks provided students with opportunities to acquire mathematical literacy in China and South Korea. Tasks of functions in sample textbooks were examined with respect to eight components related to mathematical literacy, including eighteen sub-components. The main findings of this study were as follows. 1. Chinese textbooks provided opportunities for students to acquire mathematical literacy by devoting the largest proportion to develop problem solving capability, the second largest proportion to representation capability, the third largest proportion to reasoning and argument. Modeling capability and creativity & convergence capability were similarly constructed in function tasks in selected Chinese textbooks. The selected Chinese textbooks also comprised a considerable percentage on cultivating attitudes & practice. Furthermore, there has been limited tasks requiring communication capability and processing information capability. For different textbook series, two series showed a similar pattern on fostering mathematical literacy, but textbooks by Beijing Normal University Press comprised more capabilities than People's Education Press textbooks to cultivate mathematical literacy. 2. Korean textbooks provided opportunities for students to acquire mathematical literacy by devoting the largest proportion to developing problem solving capability, and the second largest proportion to representation capability. Reasoning and argument capability, communication capability, modeling capability, creativity & convergence capability and attitudes & practice were similarly constructed in function tasks in selected Korean textbooks. Furthermore, there has been limited tasks requiring processing information capability. Three series showed a similar pattern on fostering mathematical literacy, but Chunjae A textbooks comprised more capabilities than Chunjae B and Doosan Donga textbooks. 3. This research showed that Chinese and Korean mathematics textbooks provided various opportunities for students to develop mathematical literacy through tasks of functions. However, sub-components of mathematical literacy tended not to be constructed systematically in mathematics textbooks of both countries. Solving problem by understanding function concepts was dominant in selected textbooks of both countries, while textbooks in both countries failed to provide adequate opportunities to develop sub-components of mathematical literacy with respect to posing problem, processing information, convergence between mathematics and other disciplines, convergence between mathematics and real world, acting as an autonomous learner, decision making, and critical thinking. The great difference on frequency among sub-components indicated that mathematics textbooks in both countries were not organized effectively to promote students' mathematical literacy. Differences of features of function tasks relating to mathematical literacy were observed in three components: reasoning and argument, communication, and creativity & convergence. First, Chinese textbooks paid more attention to develop reasoning and argument capability than Korean textbooks did. Second, Korean textbooks showed much more focus on developing communication capability than Chinese textbooks. Third, Chinese textbooks showed a little more focus on cultivating creativity & convergence capability. With respect to cultivating attitudes & values, tasks in selected Korean mathematics textbooks comprised of a higher proportion of reading materials and a much lower proportion of problems required to be solved, while the selected Chinese textbooks comprised of a higher proportion of problems required to be solved and a much lower proportion of reading materials. This study further discussed implications about development of mathematics textbook from the perspective of improving mathematical literacy and implications about future research.