THE DEVELOPMENT OF THE MATHEMATICAL LITERACY COMPONENTS AND INDICATORS FOR PRIMARY SCHOOL STUDENTS

Abstract

          The Objectives of this research article were to: develop the components and mathematical literacy indicators for primary school students. The sample in this study consisted of 6 Mathematical specialists and 3 experts who had experiences in indicator development. The instruments which were used in this study included an evaluation form for the appropriateness of the components and Mathematical literacy indicators for primary students. The development of the mathematical literacy characteristics indicators had six steps: 1) to study basic information; 2) to establish the components, and indicators; 3) to create the appropriateness evaluation form ; 4) to let the experts evaluate the appropriateness 5) to scrutiny the appropriateness 6) to analyze the data and revise the study from the suggestion. The results have revealed that: the components and mathematical literacy indicators for primary school students consisted of three main components, ten subcomponents and ten indicators, as follows: 1) the mathematical contents involved two subcomponents and two indicators; 2) mathematical skills and processes have four subcomponents, four indicators, and 3) the situation/context had four subcomponents and four indicators. The results of the appropriateness of the components and mathematical literacy indicators found that both components and indicators were the most appropriate and the mean was between 4.00 – 4.89 and standard deviation was between 0.33 – 1.32 which implied that components and mathematical literacy indicators for primary students were appropriate according to the specialists’ perspectives.