USING MATHEMATIZATION TO DEVELOP STUDENT’S QUANTITATIVE LITERACY COMPETENCIES

Abstract

Quantitative literacy, an ability to apply quantitative ideas in new or unfamiliar contexts, is essential for any individual who wishes to participate fully in democratic society. The quantitative literacy competency is described in terms of six sub-competencies by Niss (2003) and Turner (2011), these are communication, representation, using symbolic, formal language and operations, reasoning and argument, ana lysing and constructing mathematical model, devising strategies. This paper reports the results from an empirical study, which has evaluated student’s development quantitative literacy sub-competencies in the mathematization environment that situations have the same complexity. For this purpose, we designed mathematization situations, constructed a measure of complexity of situations and a rubric to grade student work, taught experiment, collected and analyzed data. Result shows that some group of students are in advance clearly, but some are in only a little or not clearly. In addition, the progress of sub-competencies is seen through each week.