Examining of secondary school mathematics teacher's views about mathematical literacy: Mathematical belief perspective

The purpose of this study is to examine the opinions of secondary school mathematics teachers about mathematical literacy in accordance with their mathematical beliefs. The research study group was accordingly selected among secondary school mathematics teachers working in the Ministry of National Education in various cities. The method of thehereby study was determined as a case study, which is one of the qualitative research designs. Teachers' beliefs about teaching mathematics were discussed here as a case. The acquired data were construed by using content analysis. Teachers' beliefs about teaching mathematics and the data about the mathematical literacy concept and the development of mathematical literacy here were collected through open-ended questions prepared by compiling from the literature. It is occurred, as a result of the analysis, that the level of the teachers' belief towards mathematics are close to each other. It is further occurred, as a result of the research, that teachers at all three belief levels are well aware of the concept of mathematical literacy. Even though the belief levels are different, it is seen that teachers predominantly perceive the concept of mathematical literacy as a concept related to daily life. Teachers at different belief levels indicate, in order to develop mathematical literacy, that it would be beneficial to have mathematics tied in to daily life.