Design, implementation and evaluation of a modular program based on the development of mathematical literacy competencies

The need for mathematically literate citizens continues to increase as a result of the expectations of today's world. The common theme of research on raising the level of mathematical literacy is related to the nature of classroom relationships and the way of teaching. Growing up as a mathematical literate depends on the reshaping of classroom relationships in a way that makes research, explanation and justification in mathematics a clear focus. This situation brings the development of some mathematical competencies to the agenda. It is noteworthy that the concepts of mathematical competence and mathematical competences have gained a key-holding point as well as their in mathematics education research, development and momentum of application over the last two decades. This situation highlights the need to intervene in teaching by taking into account the development of mathematical competences on a method basis, to redefine the teaching content, and to develop and implement a teaching model to meet these needs. In line with this need, this study focuses on an instructional design that aims to increase the mathematical competence levels of students in the mathematics teaching process. Within the scope of this thesis, firstly, 25 middle school mathematics teachers were given a training (30 hours) including the modular program, the basis of its, the application process, the concept of mathematical literacy and mathematical literacy problems. In this design-based research, after the teacher training was completed, proceeded to the process of design implementation and evaluation. In this context, applications were carried out for a semester in 7th grades with two teachers selected from among the teachers who attended to the teacher training. The experimental group that constitutes the study group consists of 31 students, the pilot group consists of 30 students and the control group consists of 29 students, and studies were conducted simultaneously in all three classes. In this process, the intervention of the modular program in classrooms, the effect of its on developing mathematical competencies, and how the teacher supports competence development in this process have been determined. Within the scope of the research, data were collected through participant observation (researcher), student diaries, semi-structured interviews (with six students and teachers), clinical activity-based interviews (six students) and achievement tests. The class observations were made during a total of 123 class hours, 61 hours in the experimental group and 62 hours in the pilot group. As a result of the study, it was determined as a result of the achievement tests and observations that the students showed improvement in all mathematical competencies and that the education provided positively affected the competence development. At the same time, it was observed that this positive effect reflected on student views. The development of competences is not homogeneous, ie the level of competence reached by students for different competences has changed. However, a clear conclusion is that there is an improvement in all competences. As a result of the education, most students were able to reach middle and upper levels. Another conclusion has been that the development of certain competences influences the development of other competences. Especially, based on the observation findings, this interaction between groups and competencies within the group has attracted attention. The analysis revealed the factors that are effective in the development of competence within the classroom. These were Interaction with peer (group work) and teacher, activities and ML problems. In general, it was determined that there is competency development in students in all competency dimensions emphasized by the teacher in his classroom discourse. At the same time, although the teacher did not have any emphasis and in-class explanations or was at a low level, there were some competence dimensions in which the students improved with the implementation of the activities and the solution of the questions. In some competence dimensions, there is no teacher emphasis, and there is no indication that students have developed these competency dimensions. In the process, some additional indicators and skills were observed that serve the development of competences. The inquiry and decision-making skills came to the fore in particular in here. Based on this teaching experience, teachers stated that they have adopted the studies in both dual focus points and will carry them to the next teaching processes in future. The students who stated that they had the opportunity to do activities and solve ML problems with these lessons for the first time, expressed their ideas in oral and written form that found this teaching style more useful for the whole class. It is thought that the modular program, proposed within the scope of this research, which contributes to the development of competencies, can be applied in the classrooms by the teachers and academicians can carry out studies to develop the program further for different learning areas and at different educational levels. Researchers and educators are recommended to take these results into account in their studies and practices and especially in educational interventions.