An analysis of supporting middle school students' mathematical literacy through strengthening their quantitative reasoning

The purpose of this study is to investigate the quantitative reasoning skills in the problem solving process, ways of thinking and mathematical literacy performance of eighth grade students in a learning environment which is designed based on a quantitative reasoning instructional approach (QRIA). 19 middle school students participated in a 6-month teaching experiment which is focused on using the QRIA. The results of the study indicated that the QRIA strengthens quantitative reasoning of the participant students who are eighth graders. Furthermore, the strengthening of eighth-grade students' quantitative reasoning in this learning environment has indirectly supported their mathematical literacy. The research's notable result is that the participant students' ways of thinking show the change from undesirable to desirable types based on the instructional intervention (QRIA). Moreover, the QRIA has led to a desirable change in problem-solving behavior. Because it was seen that there is a remarkable movement from prescribed behavior and goal (outcome) oriented problem solving behavior to a problem solving behavior associated with quantitative reasoning in this learning environment. The results suggested that a quantitative reasoning instructional approach by nature pushes to middle school students to interpret, explain, explore, analyze and solve mathematical literacy problems in the context of real life situations. Keywords: DNR framework, Ways of thinking, Mathematical literacy, Quantitative reasoning, Middle school.