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April 24, 2026Proceedings of International Conference on Research in EducationOpen Access

Exploring mathematical literacy for preservice teachers: Identifying contexts, contents, and activities

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Authors

MMMargaretha Madha Melissa

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Overview

Quantitative research identifies contexts and activities to enhance mathematical literacy in preservice teachers, implying a need for targeted educational strategies.

Key Points

  • The study aims to describe preservice teachers' abilities to identify mathematical literacy questions in various contexts and related activities.
  • Employed a quantitative descriptive research design using a survey method.
  • Data collected from 176 mathematics preservice teachers through a questionnaire.
  • Analyzed data using descriptive statistical techniques.
  • Preservice teachers identified scientific and personal contexts but struggled with social contexts.
  • They recognized mathematical content related to space, data, and quantity but faced challenges with change and relationships.
  • Demonstrated ability to distinguish supportive activities for mathematical literacy.

Cite This Study

Margaretha Madha Melissa (2025) studied this question.

synapsesocial.com/papers/69eb0bfa553a5433e34b5741https://doi.org/10.24071/icre.v1i1.40
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Also Consider

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  4. 4Teachers’ Perspectives and Practices in Implementing Mathematical Literacy-Oriented Learning2025
  5. 5Profiling Junior High School Students' Mathematical Literacy Difficulties in Solving Contextual Mathematical Problems2026