European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 10 │2017
doi: 10.5281/zenodo.1015056
THE EVALUATION OF MATHEMATICS LITERACY IN TURKEY
BASED ON THE 2015 PISA RESULTS FROM THE PERSPECTIVE OF
MATHEMATICS TEACHER CANDIDATES’ OPINIONS AND
RECOMMENDATIONS FOR SOLUTIONS
Gülsüm Yücai
Faculty of Science and Letters,
Department of Mathematics,
Aksaray University, Turkey
Abstract:
The aim of the present study to evaluate mathematics literacy in Turkey based on the
Turkish report of the 2015 PISA test from the perspective of mathematics teacher
candidates opinions as well as to discuss recommendations for solutions. The study is a
special case study, the participants of which are 19 mathematics teacher candidates at
Necmettin Erbakan University, ‚hmet Keleşoğlu Education Faculty. The teacher
candidates opinions were elicited by means of sub problems consisting of open-ended
questions. With the current study, it was concluded that changes and reforms need to
be made in the Turkish education system, that the teachers, who play one of the key
roles in the education system, are not adequately qualified and thus need to be open to
changes and novelties and participate in professional development activities, and that
students parents also need to undertake some responsibilities.
Keywords: PISA 2015, mathematics literacy, teacher candidates
1. Introduction
There are numerous national and international exams being administered in Turkey for
the purpose of obtaining assessment results with a high level of validity and reliability.
At the national level, such exams as the Transition from Elementary to Secondary
Education (TEOG) exam for the transition from elementary to secondary education, and
the University Entrance Exam (YGS) and the Undergraduate Placement Exam (LYS) are
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RECOMMENDATIONS FOR SOLUTIONS
administered for the transition from secondary to higher education. In addition, at the
international level, such exams as the Progress in International Reading Literacy Studies
(PIRLS) project, administered by the International Association for the Evaluation of
Educational Achievement (IEA), and the Trends in International Mathematics and
Science Study (TIMSS) are implemented. Another international study conducted at the
international level is the Program for International Student Assessment (PISA). (Türkan,
Üner, ‚lcı,
Program for International Student Assessment (PISA) which is a research project
implemented by the Organisation for Economic Co-operation and Development
(OECD) every three years to assess the knowledge and skills of 15-year-old students.
The primary aim of PISA is to gain a clear insight into various aspects of youngsters,
that is to reveal their learning motivation, their performance in the lessons and their
preferences regarding learning environments. Within the PISA Project, data are
collected regarding 15-year-old students mathematics literacy, science literacy and
reading literacy domains as well as their motivation, their self-perceptions, learning
styles, school environments, and families at the end of their compulsory and the
beginning of their formal education ME‛,
. The concept of literacy used in the
project of PIS‚ is defined as students competencies in using their knowledge and skills
while defining, interpreting and solving problems encountered in various situations in
the areas of fundamental subjects, analysing these problems, making logical inferences,
and establishing effective communication (MEB, 2016).
PISA is an educational project organized by the Organisation for Economic Cooperation and Development (OECD). This project is run by the PISA Administrative
Board, affiliated to the OECD Directorate of Education and Skills. Such activities as the
development of the tests and questionnaires used in the Project, the analyses of the
data, and preparation of the international reports are done by consortiums established
under the supervision of the PISA Administrative Board. Procedures of the PISA at the
national level, such as translations and adaptations, implementation of the project, data
analyses, and preparation of the national reports are carried out by national centers
specified in each country participating in the project. In Turkey, the achievement tests
and questionnaires developed within the framework of the PISA project are
implemented in the month of April. In the countries participating in the Project, all
schools with 15-year-old students enrolled in formal education (Elementary, General
High School, Anatolian High School, Science High School, Vocational High School,
Anatolian Vocational High School, Multiple Program High Schools, Private Schools
etc.) can participate in the PISA Project. The PISA Project was initiated in the year 2000.
Turkey started to participate in the Project, which is implemented every three years, in
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RECOMMENDATIONS FOR SOLUTIONS
2003. In the PISA Project, various types of questions, such as multiple-choice, complex
multiple-choice, open-ended, and closed-ended are used. The selection of schools and
students to participate in the PISA Project are made by OECD via random sampling. In
2015, computer-based achievement tests were conducted for the first time.
Subsequently, questionnaires were administered to these students.
The results of the PISA Project are organized as a national report. These results
are used to eliminate the deficiencies encountered in developing teaching-learning
programs and as a resource in research studies conducted in the field of education.
The 2015 PISA National Reports were announced by the OECD secretariat in December
2015 at http://www.oecd.org/pisa. The National Report of the results related to Turkey
can be accessed at pisa.meb.gov.tr.
The 2015 PISA, which was the 6th implementation of PISA, was conducted in
2015 with the participation of approximately 540,000 students, representing
approximately 29 million students in 72 countries and economies, 35 of which were
OECD members (MEB, 2016).
In numerous countries across the world, PIS‚, which aims to measure students
level of knowledge and skills primarily assesses their skills in the domains of science,
mathematics and reading. While this assessment is done, these primary domains are
defined by using the concept of literacy . The skills needed for mathematics literacy
are problem solving, the computation skill, and interpretation, evaluation and in-depth
analysis of mathematical results.
Ersoy (2003) defined mathematics as a separate universal language and nations
common culture structured upon the foundation of native language and culture. Ersoy
asserted that it would be misleading to talk about technology without science, and
about science without mathematics. Within this context, Ersoy emphasized
mathematics literacy by mentioning students learning of mathematics and their being
aware of mathematical ideas. Ersoy draws attention to the fact that individuals with a
low level of mathematics literacy may experience problems in pursuing their life and in
life-long learning. In addition, Ersoy lays emphasis on the need to take measures in
increasing mathematical literacy.
With the developments in technology, new problems, which prior generations
did not experience, are encountered. For this reason, there is a more pressing need for
individuals who value mathematics, has a developed mathematical thinking ability,
and can use mathematics in modelling and solving problems (MEB, 2013).
As of the administration of the 2012 PISA, in every administration to what extent
students possess fundamental knowledge and skills in an innovative area is assessed.
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RECOMMENDATIONS FOR SOLUTIONS
While this new area was
problem solving in
creative problem solving
ME‛,
in
, it was
co-operative
.
Problem solving is an inseparable component of the mathematics subject. A
problem should not be perceived as an exercise and questions whose method of
solution is known beforehand. For a mathematical situation to be a problem, there
should be a need to use various knowledge and skills together and there should not be
a routine based method of solution. The problems should be associated with the
student s life, should be interesting for the students and a need for them should be felt
by the students. In such a situation, the mathematical knowledge and skills students
learn will be more meaningful and it will be easier for them to apply this knowledge to
different situations. Open-ended questions should also be given place in the
mathematics subject. These are those types of questions which can be solved by using
more than one strategy or can yield different results (MEB, 2011).
The problem solving skill includes the skills necessitated for the problems that
students will face encounter in life. The subskills of problem solving can be listed as
follows: understanding the problem, finding the sub-steps or the roots of the problem if
necessary, planning to solve the problem appropriately, observing the work during the
operations, changing the strategies and plans when necessary, experimenting the
methods, evaluating the data and knowledge obtained during the solution, evaluating
the meaningfulness and usefulness of the solution once the solution is reached, and
becoming aware of the problem (MEB, 2013).
The PISA test aims to assess how students make meaning out of what they know
and how to apply their mathematical knowledge in new and different situations. To this
end, the majority of the PISA mathematics units and questions makes reference to real
life situations in which mathematics skills are essential to solve a problem (MEB, 2016).
The area of mathematics literacy aims to measure students skills in being able to
formulize, use and interpret mathematical situations. It can be seen in the table below
that the level of performance in mathematics literacy in PISA 2015 was lower when
compared to PISA 2009 and PISA 2012.
Table 1: Average mathematics literacy scores by years (MEB, 2016)
PISA 2015
PISA 2012
PISA 2009
Average of OECD
490
494
496
Average of all countries
461
470
465
Average of Turkey
420
448
445
Ranking
50
44
41
Number of participant countries
72
65
65
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RECOMMENDATIONS FOR SOLUTIONS
1.1. Literature
When the literature on the PISA test reports of Turkey is reviewed, this exam, which
has been administered in Turkey since the year 2003, draws attention to the fact that
Turkey is not at the desired level in terms of both mathematics literacy and students
performances in other areas, and as regards the results of the questionnaire
implemented at the end of the exam.
Erslan (2009), who conducted one of the comparative studies on PISA, has drawn
attention to four important elements in Finland s education system underlying the
success of Finnish students in the PISA exam. These are teacher training programs,
conventional school life, a cultural perspective to the teaching profession and in-service
teacher education. In light of these factors, Erslan has maintained that for Turkey,
raising qualified teachers and making the necessary changes and organizations toward
this is of priority.
Using the 2003 PISA data, Akyüz and Pala (2010) examined in their study the
impact of student, family and grade variables on students mathematical literacy and
problem solving skills. They advocated that while exploring the factors affecting
success, comparisons with other countries should be made and, thus, they made
comparisons by establishing structural equality models for each country. They found
that the level of education and professions of the students parents had a positive
impact on their mathematics literacy and problem solving skills in the three countries
compared. Moreover, they reported that there was a positive correlation between
students attitudes towards mathematics and their mathematics literacy.
In their evaluation of the 2009 PISA results, Özenç and Arslanhan (2010) stated
that even though the curriculum programs in formal and non-formal education
underwent gradual changes, were renewed and implemented and, within this scope,
the education programs of many subjects were renewed between the years 2005 and
2009, Turkey proved to display limited improvement in the 2009 PISA results and that
these applications did not yield success in increasing Turkey s score as a whole to a
higher level. They indicated that what had been done so far remained in vain and that it
was for this reason that there was a need for a comprehensive change in the curricula
and, in fact, a need for a comprehensive educational reform.
In a study by Çelen, Çelik and Seferoğlu
, it was highlighted that the PISA
results played an important role in evaluating changes and determining deficiencies,
and that such topics as the strengths and weaknesses of the current education system,
educational policies, teaching programs, teaching methods and techniques, and
competencies of teachers can be addressed with the help of the data obtained from the
results.
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RECOMMENDATIONS FOR SOLUTIONS
İnan and ‛ekler
conducted a descriptive study by employing the literature
survey method. It was observed that, based on the exam results, Turkey was behind
particularly the other OECD countries. In this study, Turkey s performance in the PIS‚
exams is evaluated and certain recommendations regarding teacher education is made
for Turkey to take place at higher levels in the ranking.
A study by Türkan, Ünel and ‚lcı
aimed to examine whether the
PISA Mathematics Test scores showed variation in terms of certain variables. As a result
of the analyses, it was found that success scores in the 2012 PISA Mathematics Test
varied by gender, the age at which the computer was first used, whether the mother
worked, whether there was a computer in the home, whether the student had a
bedroom of his/her own, and the number of books at home.
‚ study conducted by Şahin and Yıldırım (2016) on the Turkish sample of the
2012 PISA tested the hybrid model test, which is defined with the variables of
instrumental motivation, mathematics identity concept, mathematics self-efficacy,
mathematics anxiety, and interest in mathematics, which are believed to affect
mathematical behavior and mathematical literacy, and examine whether or not the
model varied by gender and type of school (general high school, Anatolian high school,
vocational high school). As a result of the study, they arrived at the finding that the
established model accounted for 44% of mathematical behavior and 39% of
mathematics literacy.
Döş and ‚talmış
conducted a study in which they explored how the data
on the education of countries present in the OECD reports predicted the countries PIS‚
scores. Regression analysis and ANOVA were used to analyze the data. As a result of
the linear regressional analysis, they found that the sole variable that significantly
predicted the mathematics, reading and science scores in PISA was the salary of the
teacher.
Aksu and Güzeller (2016), who examined the 2012 PISA mathematics literacy
results in Turkey, aimed to categorize the students who were successful and
unsuccessful in the exam in terms of their interest in the mathematics subject, their
attitude, motivation, perception, self-efficacy, anxiety and study habits and to reveal the
impact of these variables on the categorization. They stated that their perception of selfefficacy, and their attitude towards and study habits in the mathematics subject were
the most important affective features. They stressed that certain adjustments should be
made by focusing on these factors in order for Turkey to rise to higher levels in the
PISA exam.
A study by Çetin and Solmaz (2017) presented the international assessment
results as regards the education field in Singapore and Turkey and comparatively
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RECOMMENDATIONS FOR SOLUTIONS
examined the history of the integration of cognitive technologies in both countries
field of education. This comparative study was based on the method of historical
analysis. Under the light of the research findings, they stated that integration was
essential, but it would be useful and effective only if it supported the process learning
and teaching to meet the needs of the current era. In addition, they emphasized that
during the planning of the integration of cognitive technologies, instead of focusing
solely on the ability to use technological devices, the use of cognitive technologies in the
process of learning and teaching in all subject areas should be focused on.
1.2 The Purpose of the Study
Thanks to the PISA Project, to what extent the fundamental knowledge and skills of
students graduating from compulsory education in countries where the test is applied
is assessed. In the year 2015, approximately 540,000 students were administered this
test. That Turkey ranked 50th in the area of mathematics literacy in this implementation,
in which 72 countries and economies participated was the starting point of this study.
The aim of the study was to evaluate mathematics teacher candidates opinions
regarding the results and to propose recommendations for solutions under the
guidance of the 2015 PISA Turkey National Report and the related literature. As the
topic under discussion is the mathematics literacy of the PISA research, it is inevitable
that the opinions of the current teacher candidates, who will be teaching in this area in
the future, are addressed. The opinions and recommendations of the teacher candidates
were received by means of open-ended questions based on the sub problems of the
research. The study tried to reveal the reasons underlying the fact that Turkey was not
at the upper levels of success, and opinions regarding possible recommendations for
solutions were elicited. It is discussed in more detail in the section on findings and
interpretations.
2. Method
In the present study, the special case approach was used. A study by Baxter and Jack
(2008) reported that special case studies have the potential to deal with complicated
situations as it focuses on one case. Furthermore, they stressed that it gives the
researcher the opportunity to ask the questions how and why , to collect data from
various sources and to combine all this to enlighten a special case. Thus, with the
special case study method, the present research study seeks to answer open-ended
questions with the aim of investigating what factors affect the Turkey s results in the
2015 PISA.
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RECOMMENDATIONS FOR SOLUTIONS
2.1 Research Group and Sample
The sample group of the present study was comprised of 19 mathematics teacher
candidates at Necmettin Erbakan University, ‚hmet Keleşoğlu Education Faculty. The
open ended questions based on the sub problems of the study were posed to the teacher
candidates during the 2016-2017 academic year.
2.2 Means of Data Collection and Data Analysis
The data collection tools were identified by taking into consideration the sub problems
to be researched.
questions were prepared to examine Turkey s situation in the PIS‚
exam and to reveal what could be done as regards this topic. The questions were
prepared with the aim of investigating the following sub problems:
1. What are the factors that have a negative impact on Turkey s success based on
the PISA exam results?
2. What are some recommendations for solutions regarding Turkey s situation
based on the PISA exam results?
3. What can be done to increase the level of students mathematics literacy?
4. What can be done to increase students problem solving skills?
3. Findings and Interpretations
In this section, the statistical analyses run according to the responses of the teacher
candidates are presented in detail. Moreover, interpretations are made of the findings
that the study yielded.
The teacher candidates responses to the sub problem, What are the factors that
have a negative impact on Turkey’s success based on the PIS“ exam’s results?
were
examined, and the distribution of the sub themes that emerged in the responses are
presented in Table 1.
Table 1: The distribution of the answers given by the participants to the question
regarding the sub problem of What are the factors that have a negative impact on
Turkey’s success based on the PIS“ exam’s results?
Sub-Themes
Frequency (f)
Percentage (%)
The education system
12
66.6
Technology
5
27.7
Students deficiencies in meaningful and permanent learning
2
11.1
The education level of the parents
1
5.5
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RECOMMENDATIONS FOR SOLUTIONS
As can be understood from the table, the teacher candidates mentioned the factors
negatively affecting Turkey s success in the PIS‚ exams under four sub themes. ‚
majority of the teacher candidates, 66%, mentioned the education system as a factor
having a negative impact on success, while 27.7% of the teacher candidates
participating in the study mentioned technology,
deficiencies in learning and
. % mentioned students
. % mentioned parents level of education as factors
having a negative impact on success.
The detailed responses related to the first sub theme – Education system – are
presented in Table 2.
Table 2: Detailed Responses Related to the First Sub Theme
Teacher
Candidate
Code
T1
Confusions experienced due to changes in the education system
T2
The lack of a student-centered education
T3
Deficiencies in the education system
T4
An exam-based education system
T5
An education system based on rote memorization
T6
Frequent changes in the education system
T7
Teachers lack of motivation
The education system problem, which ranked first among the factors having a negative
impact on success, should be considered to have various aspects and should be
addressed from different perspectives. In a study by Nayir (2016), it is emphasized that
the Turkish Education System is a rather extensive system with the number of teachers
and students and that frequent changes within this system adds to the existing
problems. In addition, it is asserted that the daily politics and applications in teacher
education programs changes the dimension of the problem and at this point is
important in revealing the problems experienced within the system and the possible
solutions. Furthermore, it is stated that to identify the problems, the stakeholders within
the system should be aware of the problems and express their opinions regarding these
problems. Indeed, when teacher candidates participating in the research become aware
that this is a problem, it will be a first step in eliminating the missing parts constituting
the whole. PIS‚ is accepted as a determinant factor in assessing countries education
systems. As a result, the test results should be examined not only by eduationalists but
also by politicians. The investments in Turkey should be shifted to the area of education
in order for changes and reforms to take place in the system of education. With an
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RECOMMENDATIONS FOR SOLUTIONS
increase in investments in the area of education, identification and elimination of the
deficiencies and flaws and more immediate and permanent solutions will be achieved.
The education system in Turkey has in recent years undergone numerous
reforms. Among the primary reasons are increasing the quality of education and
establishing an education system in which qualified individuals will be raised.
Importance has been attached to establishing enjoyable and useful courses that are
associated with daily life and to avoiding courses based on rote-memorization. The
curricula have undergone changes and the weight of the topics has been lightened.
Nevertheless, a decrease in the level of success based on the PISA results have been
observed in recent years. According to the research results, the main reason underlying
this decrease in success is the education system, whereas the reforms in the system
targeted a more qualified education system. It is evident that there are deficiencies at
this point.
Educators and students should undertake more responsibilities in this area.
Students exam-oriented study habits and teachers inability to implement studentcentered lessons are among the important factors affecting success. Moreover, the
teacher candidates report that the centralized national exams administered in Turkey
have a significant role the education system that is based on rote-memorization and
exam-oriented study habits. Starting with TEOG, this marathon continues with YGS
and LYS. Students who proceed their education with an anxiety for the future focus on
these exams during their education. This leads to the other problems in the education
system. Furthermore, in terms of teachers lack of motivation, it is observed that the
number of teachers who can keep up with technology and science in a rapidly changing
and developing world, who want to develop themselves professionally and who have a
high level of motivation is low. There are numerous reasons underlying this situation,
one of which is the salary of the teachers in Turkey. This is one other area where the
economic resources of the country can be transferred to the field of education. Hence,
we can say that the to do list for an education system aiming to raise qualified
individuals is long and that this list should be addressed in a way that yields
permanent solutions.
The detailed responses for the second sub theme – Technology – are presented
in Table 3.
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RECOMMENDATIONS FOR SOLUTIONS
Table 3: Detailed Responses for the Second Sub Theme
Teacher
Candidate
Code
T1
The negative impact of the social media on students
T2
The unconscious use of technology
T3
The lack of responsibility in students caused by technology
T4
The impatience in students caused by the rapid development in technology
T5
Students designating a large amount of their time to the use of technology
The rapid development in technology is not only stunning but also provides certain
conveniences. Time is undoubtedly the most valuable treasure. One of the greatest gifts
of technology to human life is time saving. When we think of the periods when there
was no calculator, we can understand how time consuming, long and tiring the
calculations we did using pen and paper were; today we can make our air flight with a
single display of a data matrix on our smart phones. We are in an era in which we can
build houses by means of 3D printers. Naturally, there are certain consequences of
positive and negative uses of all kinds of innovations. When the responses of the
teacher candidates are taken into consideration, it can be understood that students
association with technology today is more geared towards entertainment and loss of
time, whereas the use of technology in education can enable abstract knowledge to be
concretized and permanent and experiential learning to be realized. In a study by
‚ydın and Yavuz
, it was highlighted that thanks to the rapidly developing
technology, the information that one wants to reach is very easy. Today, the place of
knowledge and technology in production is rapidly increasing. To be a productive
society, we need to use technology in life effectively. However, this does not mean
wasting most of the time available on technology. One must act on the view that time is
money, so we need to use technology effectively when necessary, that is, at the point of
accessing information. We should raise students awareness in using technology in their
social life usefully, without making it a hindrance to their education.
Ensuring that learning is permanent and meaningful is primarily the
responsibility of educationalists. Effective methods lead to information retention
(Yavuz and Çenberci, 2016). Teachers should use different methods and approaches to
make permanent learning active for students. For example, Tol, Çenberci and Yavuz
(2016) came to the conclusion in their study that teaching mathematics together with its
historical development results in a more effective and permanent learning environment
and individuals will learn by arriving at a meaningful and permanent understanding of
a concept rather than memorizing it. Another study, conducted by Çelen, Çelek and
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RECOMMENDATIONS FOR SOLUTIONS
Seferoğlu
, examined the education system of Turkey based on the PIS‚ results.
The researchers claimed that for evident changes to take place in the results,
quantitative changes need to be followed by qualitative changes in education.
Moreover, for permanent learning, opportunities in access to technology and
information should be provided in order to make use of multiple environments
appealing to more than one sense for permanent learning.
5.5% of the teacher candidates stated that one of the factors having a negative
effect on success in PIS‚ exams is parents level of education. ‚ydın, Sarıer and Uysal
(2012) maintained in their study that the higher the level of education of the parents is,
the higher the level of success students reach. While the percentage of (35-44-year-old)
parents who are high school graduates was found to be 25% in Turkey, in successful
countries this percentage is nearly 90%. Furthermore, Akyüz and Pala (2010) asserted in
their study that one of the factors having a negative effect on mathematics performance
was students socio-economic status. They stated that there are studies conducted with
different ethnic groups, which indicate that the higher the educational level of the
students family is, the higher the academic performance student s show. Indeed, we
can say that the level of education of the parents contributes to education not only by
helping students with their lessons or homework, but also by guiding them and raising
their awareness appropriately. Another study, conducted by Çelenk (2003), reported
that the children from families who displayed a supportive attitude in terms of
education and were in agreement with the common program and in regular
communication with the school had a higher level of school success; that family care,
affection, and protection were important factors in increasing school success; and that
parents who provided educational support within a common understanding had a
higher level of success at school. Consequently, it is proposed that parents should be
informed of the teaching activities implemented in the classroom and the educational
approaches implemented by the school, and that the school and family members should
co-operate and, within this framework, parents should be trained to pursue active cooperation as regards the education of the student.
The distribution of the responses the participant teacher candidates gave to the
question, What are some recommendations for solutions for Turkey’s situation based on the
PIS“ exam? are presented in Table 4.
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RECOMMENDATIONS FOR SOLUTIONS
Table 4: The distribution of the responses the participant teacher candidates gave to the
question, What are some recommendations for solutions for
Turkey’s situation based on the PIS“ exam?
Teacher
Candidate
Code
T1
The topic presented should also be associated with its place and use in real life.
T2
The quality of education faculties should be improved.
T3
Teachers should pursue their professions with motivation.
T4
Technology should be used consciously.
T5
Qualified teachers should be raised.
T6
Teachers should try to know their students.
T7
Effort should be made to enable students to enjoy their lessons.
T8
Families level of awareness should be raised.
T9
Students should be made to adopt reading habits.
T10
Multiple choice based tests should be taken out of the exam system.
T11
Education should be well-organized and systematic.
T12
Use of materials in lessons should be increased.
T13
Teachers should be more sensitive.
T14
Homework should be assigned to students not as a punishment or a burden, but as a
voluntary task.
T15
Memorization should be refrained from in education.
T16
Education should aim to increase students level of motivation.
T17
The teaching profession should not be regarded solely as work; it must not be forgotten that
a duty is sacred.
T18
Students should undertake more responsibilities.
As can be observed in Table 4, in addition to the education system, technology and
family, as factors affecting students failure, opinions stating that teachers have
deficiencies are also highly frequent. We hope that since these responses were given by
prospective teachers, who will be teaching in the future, the current teacher candidates
will, in the future, try to eliminate these deficiencies, starting with their own
deficiencies. Some of the teacher candidates highlighted that teachers need to be
motivated while pursuing their teaching profession. We can say that the other
responses given to the question related to the sub problem are associated with teachers
doing their profession in a motivated way. The reason is that when a teacher spends
more time in planning for a lesson, this means he/she gets to know the students, and
thus, knows by experience how they can learn more effectively and prepares
accordingly, uses technology effectively to ensure permanent learning, prepares real life
samples to increase students motivation, dwells on concepts that can be associated
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RECOMMENDATIONS FOR SOLUTIONS
with other disciplines, and finds problems that enables students to think critically rather
than engage in rote-memorization.
Considering that teacher candidates are also students, we can say that they may
have given responses to some questions by establishing empathy because neither
students nor teacher candidates are happy about the multiple choice based centralized
exams. The KPSS, which they will have to take upon graduating from the faculty of
education, may be the reason underlying their response, or they may give such a
response owing to the fact that critical thinking and interpretation is limited in multiple
choice exams, when compared to open-ended questions.
Another topic that was assessed within the 2015 PISA Survey administration was
teacher behaviors hindering learning. The data obtained from the views of school
administrators are displayed in the graph below.
Figure 1: The teacher behaviors hindering learning from the perspective of
school administrators (MEB, 2016)
In addition, recent studies carried out to raise qualified teachers should be examined. It
was stated in the 2015 PISA National Report that there are three fundamental principles
in teaching: teachers professional autonomy, participation in colleague networks, and
development of teaching knowledge. Supporting participation in teachers Professional
development activities is one way to develop teaching knowledge, which is one of these
fundamental principles. As in other professions, teachers should also follow up on the
developments in their own fields and participate in professional development activities.
According to the 2015 PISA national report, less than one quarter of the teachers in
Turkey had participated in a professional development program in the last three
months. This percentage is far behind the percentage reported in other countries.
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RECOMMENDATIONS FOR SOLUTIONS
The responses given by the teacher candidates participating in the research to the
question
What can be done to increase the level of students’ mathematics literacy
are
presented in Table 5.
Table 5: The responses given by the teacher candidates participating in the research to the
question What can be done to increase the level of students’ mathematics literacy
Teacher
Candidate
Code
T1
Teachers who are competent in their fields and open to novelties should be raised.
T2
Mathematics should be taught by associating it with dialy life.
T3
Mathematics lessons should be made enjoyable for students.
T4
Students should be able to express what is required in the problem.
T5
Qualified teachers should be raised.
T6
Importance should be given to science and technology.
T7
The constructivist approach should be taken into consideration.
T8
Mathematics groups should be established.
T9
Individuals who are interested should take the mathematics courses.
T10
Students should be encouraged to learn actively.
T11
The number of hours for mathematics lessons should be increased and students level of
awareness should be increased in this area.
T12
Education based on rote-memorization should be refrained from.
T13
Topics related to mathematics literacy should be added to the curriculum.
T14
Meaningful learning should be made more active.
T15
Open-ended questions should be preferred in exams.
T16
Students should be enabled to understand the transition from verbal representation to
numerical representation.
T17
Reading comprehension should be given importance to in classes.
T18
Students should play an active role during mathematics lessons.
When Table 5 is examined, it can be observed that in general the responses show
parallelism with the responses given to the previous sub problem mentioning education
based on rote-memorization and the concept of qualified teachers as well as
recommendations specific to mathematics lessons. It is believed that especially
classroom activities are important as they keep students perceptions alert and their
attitude towards the mathematics lesson positive. In addition, it is claimed that openended questions should be used, as opposed to multiple choice items. It is evident that
teachers have an important duty to create positive changes in students attitudes
towards the mathematics course. Initially, preparation should be made to draw
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RECOMMENDATIONS FOR SOLUTIONS
students attention to the course, enable them to become motivated and most
importantly, ensure that they enjoy and like the course. The impact of experiential
learning on permanent learning cannot be denied. Accordingly, the activities prepared
for the mathematics lessons should be selected and implemented carefully. Students
should be given an active role in learning and their interest and motivation should be
increased so that learning becomes enjoyable on the part of not only the teacher but also
the student. Some concepts should be made to raise curiosity in students and instil in
them the desire to do research and, thus, encourage them to engage in active learning.
Dibek and Demirtaşlı
stated in their study that mathematics literacy was
mostly associated with the variable of classroom discipline. They recommended that the
courses that teachers take in teacher education programs should develop their
classroom management skills, should teach them how to effectively teach the use of
cognitive activation strategies or ensure that new courses are introduced.
The responses that the teacher candidates who participated in the study gave to
the question,
What should be done to increase students’ problem solving skills?
are
presented in Table 6.
Table 6: The responses that the teacher candidates who participated in the study gave to the
question, What should be done to increase students’ problem solving skills?
Teacher
Candidate
Code
T1
Students should be made to apply the steps to follow in solving problems.
T2
More effective observations should be made to increase these skills in students.
T3
Students should be made to solve problems via the discovery method.
T4
The constructivist approach should be taken into consideration.
T5
Questions based on problem solving should be asked.
T6
Students should be made to engage in activities that involve problem solving.
T7
Traditional methods should be refrained from.
T8
Students awareness should be raised for the phase of structuring the problem.
T9
The critical thinking skill should be developed.
T10
Students should be encouraged to think independently, without being under pressure.
T11
The level of association between the problem solving skill and the mathematics course is
high. For this reason, the importance of mathematics should be taught.
T12
Students should feel no family pressure. A democratic family environment should be
developed.
T13
Courses based on problem solving should be offered in faculties.
T14
Teachers should treat students fairly and encourage them to solve problems.
T15
A democratic classroom environment is compulsory.
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RECOMMENDATIONS FOR SOLUTIONS
When Table 6 is examined, it can be observed that four teacher candidates did
not respsond to this sub problem. They may have thought that they do not have the
necessary knowledge to make interpretations on the concept of problem solving.
Akyüz and Palan (2010) stated in their study that there was a high correlation
between the domain of problem solving and the other areas, specifically with
mathematics literacy. They highlighted that such skills as particularly inferencing and
reasoning were important for both mathematics and problem solving. Accordingly, we
can say that what needs to be done to increase students mathematics literacy is also
valid for increasing problem solving skills. It can be said that considering the teacher
candidates responses, teachers and families need to undertake responsibilities in this
area. Appropriate learning environments both at school and at home need to be
established for students to be successful in problem solving. Teachers should be
equipped with the necessary skills in terms of developing students problem solving
skills, should effectively use their own skills during the preparation phase of the lesson
and during the lesson and establish the appropriate environment for the students. In
addition, as highlighted by the teacher candidates, instead of using the traditional
methods, the innovative methods in education should be used to guide and support
students. Within the family environment, such factors as the presence of a democratic
environment, the family members freely expressing themselves, not being under the
pressure of a certain person in the family and the presence of an effective
communication enable students to think more freely and comfortably and, thus, engage
in critical thinking and produce more creative methods of solutions to problems.
Furthermore, families giving responsibilities to children, including children into the
process of seeking solutions to problems experienced within the home, and asking for
children s opinions too during the brainstorming done to produce a solution to a
problem all contribute positively to students problem solving skills.
As students become more successful in problem solving and feel the value
attributed to their methods of solution, their self-confidence in solving mathematics
problems will also increase. Hence, students will adopt a more patient and creative
attitude while solving problems. They will learn to communicate by means of
mathematics and develop high level thinking skills (MEB, 2011). Consequently, it can be
advocated that being successful in problem solving will have a positive impact on the
level of mathematics literacy and, thus, lead to success in some national and
international exams.
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RECOMMENDATIONS FOR SOLUTIONS
4. Conclusion and Recommendations
In the current study, which was conducted based on the 2015 PISA National Report and
the related literature, teacher candidates were posed questions related to the sub
problems prepared in relation to the factors impacting Turkey s place in the PIS‚
ranking and recommendations that can be made for solutions. Evaluations have been
made based on the teacher candidates opinions. It was emphasized that primarily
changes should be made in the Turkish education system; in addition, some measures
need to be taken regarding teachers, who undertake one of the key roles in the
education system. That teachers need to be equipped with the essential skills was
evident in the responses given to all the sub problems. Hence, the conclusion that
teachers should be open to change and novelties as well as participate in professional
development activities was reached. Moreover, the conclusion that families, who have a
significant impact on students success, have important duties to undertake, and thus,
families need to be in co-operation with the school and for this reason, they need to be
trained so that their awareness is raised, and ultimately they can contribute to students.
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RECOMMENDATIONS FOR SOLUTIONS
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RECOMMENDATIONS FOR SOLUTIONS
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European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 10 │2017
doi: 10.5281/zenodo.1015056
THE EVALUATION OF MATHEMATICS LITERACY IN TURKEY
BASED ON THE 2015 PISA RESULTS FROM THE PERSPECTIVE OF
MATHEMATICS TEACHER CANDIDATES’ OPINIONS AND
RECOMMENDATIONS FOR SOLUTIONS
Gülsüm Yücai
Faculty of Science and Letters,
Department of Mathematics,
Aksaray University, Turkey
Abstract:
The aim of the present study to evaluate mathematics literacy in Turkey based on the
Turkish report of the 2015 PISA test from the perspective of mathematics teacher
candidates’ opinions as well as to discuss recommendations for solutions. The study is a
special case study, the participants of which are 19 mathematics teacher candidates at
Necmettin Erbakan University, “hmet Keleşoğlu Education Faculty. The teacher
candidates’ opinions were elicited by means of sub problems consisting of open-ended
questions. With the current study, it was concluded that changes and reforms need to
be made in the Turkish education system, that the teachers, who play one of the key
roles in the education system, are not adequately qualified and thus need to be open to
changes and novelties and participate in professional development activities, and that
students’ parents also need to undertake some responsibilities.
Keywords: PISA 2015, mathematics literacy, teacher candidates
1. Introduction
There are numerous national and international exams being administered in Turkey for
the purpose of obtaining assessment results with a high level of validity and reliability.
At the national level, such exams as the Transition from Elementary to Secondary
Education (TEOG) exam for the transition from elementary to secondary education, and
the University Entrance Exam (YGS) and the Undergraduate Placement Exam (LYS) are
Copyright © The Author(s). All Rights Reserved.
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RECOMMENDATIONS FOR SOLUTIONS
administered for the transition from secondary to higher education. In addition, at the
international level, such exams as the Progress in International Reading Literacy Studies
(PIRLS) project, administered by the International Association for the Evaluation of
Educational Achievement (IEA), and the Trends in International Mathematics and
Science Study (TIMSS) are implemented. Another international study conducted at the
international level is the Program for International Student Assessment (PISA). (Türkan,
Üner, “lcı,
Program for International Student Assessment (PISA) which is a research project
implemented by the Organisation for Economic Co-operation and Development
(OECD) every three years to assess the knowledge and skills of 15-year-old students.
The primary aim of PISA is to gain a clear insight into various aspects of youngsters,
that is to reveal their learning motivation, their performance in the lessons and their
preferences regarding learning environments. Within the PISA Project, data are
collected regarding 15-year-old students’ mathematics literacy, science literacy and
reading literacy domains as well as their motivation, their self-perceptions, learning
styles, school environments, and families at the end of their compulsory and the
beginning of their formal education ME”,
. The concept of literacy used in the
project of PIS“ is defined as students’ competencies in using their knowledge and skills
while defining, interpreting and solving problems encountered in various situations in
the areas of fundamental subjects, analysing these problems, making logical inferences,
and establishing effective communication (MEB, 2016).
PISA is an educational project organized by the Organisation for Economic Cooperation and Development (OECD). This project is run by the PISA Administrative
Board, affiliated to the OECD Directorate of Education and Skills. Such activities as the
development of the tests and questionnaires used in the Project, the analyses of the
data, and preparation of the international reports are done by consortiums established
under the supervision of the PISA Administrative Board. Procedures of the PISA at the
national level, such as translations and adaptations, implementation of the project, data
analyses, and preparation of the national reports are carried out by national centers
specified in each country participating in the project. In Turkey, the achievement tests
and questionnaires developed within the framework of the PISA project are
implemented in the month of April. In the countries participating in the Project, all
schools with 15-year-old students enrolled in formal education (Elementary, General
High School, Anatolian High School, Science High School, Vocational High School,
Anatolian Vocational High School, Multiple Program High Schools, Private Schools
etc.) can participate in the PISA Project. The PISA Project was initiated in the year 2000.
Turkey started to participate in the Project, which is implemented every three years, in
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2003. In the PISA Project, various types of questions, such as multiple-choice, complex
multiple-choice, open-ended, and closed-ended are used. The selection of schools and
students to participate in the PISA Project are made by OECD via random sampling. In
2015, computer-based achievement tests were conducted for the first time.
Subsequently, questionnaires were administered to these students.
The results of the PISA Project are organized as a national report. These results
are used to eliminate the deficiencies encountered in developing teaching-learning
programs and as a resource in research studies conducted in the field of education.
The 2015 PISA National Reports were announced by the OECD secretariat in December
2015 at http://www.oecd.org/pisa. The National Report of the results related to Turkey
can be accessed at pisa.meb.gov.tr.
The 2015 PISA, which was the 6th implementation of PISA, was conducted in
2015 with the participation of approximately 540,000 students, representing
approximately 29 million students in 72 countries and economies, 35 of which were
OECD members (MEB, 2016).
In numerous countries across the world, PIS“, which aims to measure students’
level of knowledge and skills primarily assesses their skills in the domains of science,
mathematics and reading. While this assessment is done, these primary domains are
defined by using the concept of literacy . The skills needed for mathematics literacy
are problem solving, the computation skill, and interpretation, evaluation and in-depth
analysis of mathematical results.
Ersoy (2003) defined mathematics as a separate universal language and nations’
common culture structured upon the foundation of native language and culture. Ersoy
asserted that it would be misleading to talk about technology without science, and
about science without mathematics. Within this context, Ersoy emphasized
mathematics literacy by mentioning students’ learning of mathematics and their being
aware of mathematical ideas. Ersoy draws attention to the fact that individuals with a
low level of mathematics literacy may experience problems in pursuing their life and in
life-long learning. In addition, Ersoy lays emphasis on the need to take measures in
increasing mathematical literacy.
With the developments in technology, new problems, which prior generations
did not experience, are encountered. For this reason, there is a more pressing need for
individuals who value mathematics, has a developed mathematical thinking ability,
and can use mathematics in modelling and solving problems (MEB, 2013).
As of the administration of the 2012 PISA, in every administration to what extent
students possess fundamental knowledge and skills in an innovative area is assessed.
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RECOMMENDATIONS FOR SOLUTIONS
While this new area was
problem solving in
creative problem solving
ME”,
in
, it was
co-operative
.
Problem solving is an inseparable component of the mathematics subject. A
problem should not be perceived as an exercise and questions whose method of
solution is known beforehand. For a mathematical situation to be a problem, there
should be a need to use various knowledge and skills together and there should not be
a routine based method of solution. The problems should be associated with the
student’s life, should be interesting for the students and a need for them should be felt
by the students. In such a situation, the mathematical knowledge and skills students
learn will be more meaningful and it will be easier for them to apply this knowledge to
different situations. Open-ended questions should also be given place in the
mathematics subject. These are those types of questions which can be solved by using
more than one strategy or can yield different results (MEB, 2011).
The problem solving skill includes the skills necessitated for the problems that
students will face encounter in life. The subskills of problem solving can be listed as
follows: understanding the problem, finding the sub-steps or the roots of the problem if
necessary, planning to solve the problem appropriately, observing the work during the
operations, changing the strategies and plans when necessary, experimenting the
methods, evaluating the data and knowledge obtained during the solution, evaluating
the meaningfulness and usefulness of the solution once the solution is reached, and
becoming aware of the problem (MEB, 2013).
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