Developing and practicing of the mathematical literacy achievement test for preservice teachers

Aim of this study is to improve an achievement test for preservice mathematics teachers of primary education and so specify the mathematical literacy success levels of the participants in different factors. This study is in survey model which is one of quantative research methods. This work is practised with 211 participants, who are undergraduate math teaching students of 2 different state universities. Research datas are attained with the math literacy achievement test, which is developed during the study and what's KR-20 reliability coefficient is found as 0,78. It is statable that the developed test is valid and confidential for determining the math literacy success level of preservice math teachers. In the end of this work it is established that the math literacy level is intermediated, that the scores changed significantly in some class levels and that there isn't any pointed discrepancy in high school types and gender. The most success in math content, a consideration of math literacy is shown in uncertainty and data subheading; and the most success in math process is shown in interpret/evaluate subheading. In the end of the research it can be recommended that in elementary mathematics teaching undergraduate education is focused on teaching activities that improve the quantity and formulation skills.