Mathematical Literacy and Mathematical English of Papuan Pre-Service Mathematics Teachers

Agnes Teresa Panjaitan, Rian Efendi, Christian Olivander Kreeuw

Abstract


Strengthening the preparation of prospective mathematics teachers in Papua requires attention to both the ability to apply mathematical knowledge and the ability to access and communicate mathematical ideas in English. This study aimed to describe the mathematical literacy and Mathematical English profiles of Indigenous Papuan pre-service mathematics teachers enrolled in an English for Mathematics course. A descriptive quantitative design was employed with 24 students. Data were collected through a mathematical literacy test, a Mathematical English test. Mathematical literacy was categorized as very good for three students (12.50%), good for seven (29.17%), weak for eight (33.33%), and very weak for six (25.00%). Mathematical English ability was categorized as good for three students (12.50%), moderate for eight (33.33%), low for ten (41.67%), and very low for three (12.50%). These descriptive findings suggest that English for Mathematics course design could incorporate mathematical literacy, discipline-specific terminology, mathematical communication, and contextual tasks. Further research is needed to examine relationships between the two competence domains and evaluate the effectiveness of specific instructional approaches.

Keywords: Mathematical Literacy, Pre-service Mathematics Teachers, English for Mathematics, Indigenous Papuan students


Full Text:

PDF

References


Anastasya, C., Pujiastuti, H., & Setiani, Y. (2024). Kemampuan literasi matematis siswa ditinjau dari gaya belajar David Kolb. J-PiMat: Jurnal Pendidikan Matematika, 6(1), 1075–1086. https://doi.org/10.31932/j-pimat.v6i1.3267

Ayd?n, U., & Özgeldi, M. (2019). The PISA tasks: Unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge. Scandinavian Journal of Educational Research, 63(1), 105–123. https://doi.org/10.1080/00313831.2017.1324906

Canbazo?lu, H. B., & Tarim, K. (2020). An activity-based practice for improving mathematical literacy and awareness of elementary school teacher candidates. Pegem Journal of Education, Instruction and Training, 10(4), 1183–1218. https://doi.org/10.14527/pegegog.2020.036

de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K–12 mathematics education: A review of the literature. Review of Educational Research, 88(6), 879–919. https://doi.org/10.3102/0034654318798093

Dirgantoro, K. P. S., Kusumah, Y. S., Jupri, A., & Melissa, M. M. (2025). Mathematical literacy of prospective teachers: A systematic review of factors, readiness, and teacher education preparation. Jurnal Pendidikan MIPA, 26(3), 1355–1376. https://doi.org/10.23960/jpmipa.v26i3.pp1355-1376

Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM–Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2

Farrugia, M. T. (2022). Engaging in the discourse of fractions in a bilingual Maltese classroom. Teachers College Record, 124(5), 1–24. https://doi.org/10.1177/01614681221103977

Jupri, A., & Rosjanuardi, R. (2020). Analysis of teacher understanding on mathematical literacy problems. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam, 25(1), 1–7. https://doi.org/10.18269/jpmipa.v25i1.21690

Kung, M., Schmitt, S. A., Zhang, C., Whiteman, S. D., Yang, F., & Purpura, D. J. (2019). The role of mathematical language in mathematics development in China and the US. International Journal of Educational Research, 95, 131–142. https://doi.org/10.1016/j.ijer.2019.02.008

Kurniawan, H., Purwoko, R. Y., & Setiana, D. S. (2024). Integrating cultural artifacts and traditions from remote regions in developing mathematics lesson plans to enhance mathematical literacy. Journal of Pedagogical Research, 8(1), 61–74. https://doi.org/10.33902/JPR.202423016

OECD. (2023a). PISA 2022 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en

OECD. (2023b). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Prediger, S., Erath, K., Weinert, H., & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive mathematics instruction. Journal for Research in Mathematics Education, 53(4), 255–276.

Prediger, S., & Neugebauer, P. (2023). Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. Mathematical Thinking and Learning, 25(1), 2–22. https://doi.org/10.1080/10986065.2021.1919817

Rahmawati, N. K., Waluya, S. B., & Hidayah, I. (2023). Profile of mathematical literacy of prospective teacher students in solving integral calculus problems seen from learning independence. Journal of Higher Education Theory and Practice, 23(18), 91–108. https://doi.org/10.33423/jhetp.v23i18.6625

Robertson, S.-A., & Graven, M. (2020). Language as an including or excluding factor in mathematics teaching and learning. Mathematics Education Research Journal, 32, 77–101. https://doi.org/10.1007/s13394-019-00302-0

Sabila, D., Fadillah, S., & Hartono. (2023). Kemampuan literasi matematika menyelesaikan soal PISA change and relationship berdasarkan gaya belajar. J-PiMat: Jurnal Pendidikan Matematika, 5(2). https://doi.org/10.31932/j-pimat.v5i2.2859

Sacco, D. M., Spies, T., & Pfannenstiel, K. (2022). Scaffolding language for learning in mathematics for English learners receiving intensive intervention. Learning Disabilities Research & Practice, 37(4), 285–295. https://doi.org/10.1111/ldrp.12285

Sharma, S., & Sharma, S. (2023). Successful teaching practices for English language learners in multilingual mathematics classrooms: A meta-analysis. Mathematics Education Research Journal, 35, 821–848. https://doi.org/10.1007/s13394-022-00414-0

Simbolon, R. (2024). Pengembangan modul berbasis problem based learning (PBL) untuk meningkatkan kemampuan literasi matematis siswa. J-PiMat: Jurnal Pendidikan Matematika, 6(1). https://doi.org/10.31932/j-pimat.v6i1.3461

Suharta, I. G. P., & Suarjana, I. M. (2018). A case study on mathematical literacy of prospective elementary school teachers. International Journal of Instruction, 11(2), 413–424. https://doi.org/10.12973/iji.2018.11228a

Tai, K. W. H. (2020). Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes. System, 95, 102364. https://doi.org/10.1016/j.system.2020.102364

Tai, K. W. H. (2021). Constructing playful talk through translanguaging in English Medium Instruction mathematics classrooms. Applied Linguistics, 42(4), 607–640. https://doi.org/10.1093/applin/amaa043

Tai, K. W. H. (2022). Translanguaging as inclusive pedagogical practices in English-medium instruction science and mathematics classrooms for linguistically and culturally diverse students. Research in Science Education, 52, 975–1012. https://doi.org/10.1007/s11165-021-10018-6

Tai, K. W. H., & Wei, L. (2021). Co-learning in Hong Kong English medium instruction mathematics secondary classrooms: A translanguaging perspective. Language and Education, 35(3), 241–267. https://doi.org/10.1080/09500782.2020.1837860

Utomo, E. S. (2023). Kemampuan literasi matematis calon guru dalam pengajuan masalah berorientasi data berdasarkan kemampuan matematika.




DOI: https://doi.org/10.31932/j-pimat.v8i2.7554

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-NonKomersial 4.0 Internasional.