Evaluation of mathematics literacy teaching implemented with dual-focus teaching model in eighth grade algebra learning area

Knowledge alone is not enough. Today people are needed who can apply what they know, because we live in a world full of knowledge junkies. This situation has become so important that international examinations are conducted to predict the future success of students, to find out those who can apply what they know, because knowledge alone is no longer enough. This situation shows us that what we can call literacy is of great importance when it comes to raising people who can go beyond reading and writing and apply what they have in their heads in their lives. On the other hand, the fact that Turkey is still at a mediocre level at this stage made it necessary to apply and evaluate the teaching methods used in this study. The aim of this study was to eliminate the negativity experienced and to ensure that the concept of literacy in our education system is where it should be. This study was conducted with 8th grade students of a village school in Bursa province, İnegol district. The researcher who conducted the study is also the teacher of the course and realised the application after participating in the project "Increasing the Level of Mathematics Literacy with the Dual-Focus Teaching Model". The study was conducted over a period of eight weeks as the study group was the 8th grade. The control group was also selected from another village school in the same district. Their equivalence was verified by statistical tests. The course modules prepared by the project team were used for the study. And again by the project team It was supported by organised and collected questions on mathematical literacy. In addition, the student diary and the semi-structured interview sheet prepared by the project team were used. In addition, questions on mathematical literacy were used and analysed to assess the parents' perspective in the study. In the analysis of the study, the change in the level of success was tested using the SPSS package programme. And at the end of the study, a significant difference was found between the levels of success between the pre-test and the post-test. This difference was implemented in favour of teaching. In addition, the solutions to the questions in the pre-tests and post-tests were individually examined qualitatively in terms of competences and understanding of the concept + generalisation of the concept. The diaries and interviews were tabulated using content analysis. It was found that the majority of the students showed an improvement in their mathematical skills based on the solutions to the questions in the post-test. In this area too, there was a positive change in the development of the students' mathematical concepts and generalisations. In addition, there was very good feedback on the content of mathematics and the value of mathematics. In the last case, the fact that parents solved the questions sent home at this stage, interpreted them and accepted solving the questions at home as an activity shows that the mathematical literacy study was accepted by families and proved to be a significant outcome in terms of positive interaction between parents and students. Keywords: Dual focus teaching, algebra, mathematical literacy, parent involvement, Pisa exams