Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy

Mathematical literacy plays an important role as one of life skills. It is a fundamental skill which is as necessary as literacy. Therefore, mathematics teaching in schools must aim to develop mathematical literacy and to enhance each students' ability to use and apply mathematical knowledge in order to solve real life problems or situations. According to Realistic Mathematics Education, real world problems are used as a source or a starting point for learning and developing mathematical concepts. Students should have the opportunity to build their own mathematical knowledge through the teacher's guidance. The DAPIC problem-solving process consists of five elements which make up its acronym, namely (1) define, (2) assess, (3) plan, (4) implement, and (5) communicate. Realistic mathematics education and the DAPIC problem-solving process should be collaboratively used to develop students' mathematical literacy. This study was based on research and development design. The main purposes of this study were to develop an instructional process for enhancing mathematical literacy among students in secondary school and to study the effects of the developed instructional process on mathematical literacy. The instructional process was developed by analyzing and synthesizing realistic mathematics education and the DAPIC problem-solving process. The developed instructional process was verified by experts and was trialed. The designated pre-test/post-test control method was used to study the effectiveness of the developed instructional process on mathematical literacy. The sample consisted of 104 ninth grade students from a secondary school in Bangkok, Thailand. The developed instructional process consisted of five steps, namely (1) posing real life problems, (2) solving problems individually or in a group, (3) presenting and discussing, (4) developing formal mathematics, and (5) applying knowledge. The mathematical literacy of the experimental group was significantly higher after being taught through the instructional process. The same results were obtained when comparing the results of the experimental group with the control group.