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Knowledge of Mathematical Literacy: Essential 21st Century Skills

De Lange’s (1999) mathematical literacy structure

The Partnership for 21st Century skills, known as the network at P21, has developed a vision for student success in the new global economy. Which consists of the skills needed in the 21st century, namely 1. Learning and innovation skills 2. Information skills Media and technology and 3.

Life and career skills In the field of mathematics, teaching and learning has been reformed as well. In particular, the PISA (Programme for International Student Assessment) Assessment, which PISA is assessed every 3 years. At present, more than 70 countries participate in the assessment, with the first assessment taking place in 2000. It focuses on young people’s ability to use knowledge and skills to solve real-life problems. And the PISA 2012 assessment focuses on math literacy. (Mathematical Literacy)

knowledge of mathematics (Mathematical Literacy) PISA 2012 explains the meaning of mathematical literacy as It is a person’s ability to create (formulate), use (employ) and interpret (interpret) mathematics in different contexts. This includes mathematical reasoning and the use of mathematical concepts, procedures, facts, tools for explaining or describing and predicting phenomena. Mathematics knowledge is a tool that helps people recognize the role mathematics plays in situations.

TRUE and are thoughtful, caring, and constructive citizens of society. For the assessment of mathematical knowledge, PISA has defined 4 areas of content as follows: 1. Quantity (Quantity) 2. Uncertainty and data (Uncertainty and data) 3. Change and relationships (Change and relationships) and 4. Three-dimensional space and shape (Space and shape)

The PISA 2012 Assessment Concept is in line with De Lange’s, which explains the meaning of mathematical literacy as the application of knowledge. intelligent and thoughtful mathematical methods and processes in various contexts Knowledge of mathematics consists of 3 knowledge areas: spatial literacy, numeracy, and quantitative knowledge. (Quantitative Literacy)

Spatial Literacy is the basic knowledge for living. It supports our understanding of the (three-dimensional) world in which we live and live. The human being must have an understanding of the properties of objects.

Numeracy Treffers (1991) defined that It emphasizes the ability to handle numbers and data. and can evaluate the outcome of solving a problem or situation with quantitative knowledge (Quantitative Literacy is the study of a group of phenomenology. phenomenology, such as quantification, change and uncertainty relations Emphasis is placed on the understanding of certainty (quantity), uncertainty, and relationships.

And from Figure 2, we can see that the drivers of knowledge in all 3 areas must come from the knowledge in 4 subjects. PISA gives importance and is used as a topic for assessment by explaining all 4 topics as follows.

Quantity: The focus here is on quantifying and understanding sizes. The form of the number of uses of the number. To represent and represent objects in the real world in a quantitative way (counting and measuring). Quantities also involve a number of processes and understandings that are used in a wide variety of areas.

Uncertainty and data. The subject of uncertainty involves two subjects: data and chance, which are statistical studies, and the subject of probability, which is suggested for school mathematics curricula. Emphasize or focus on statistics and probability. to be more prominent than ever in the past Because the world today in the age of “Information Society”

The information that flows in and although it claims to be verifiable information. But in real life we ​​have to face many uncertainties such as unexpected election results, inaccurate weather forecasts. financial economic bankruptcy The various forecasts that are wrong show the uncertainty of the world. Mathematics that play a role in this section is data collection data analysis probabilistic data presentation and statistical reference.

Change and relationships ( Change and relationships) is a content that points to a huge change in the world. and demonstrate both temporary and permanent relationships of changes in nature, for example, changes in organisms during growth; rotation of the seasons rise and fall of the tides Space change, stock rise and fall unemployment of people Some process changes can be told or modeled directly using mathematical functions.

Most mathematical relationships take the form of equations or inequalities. But other nature relationships may also occur. Many relationships cannot be mathematically applied directly. But other methods are needed and data analysis is required. to indicate the relationship.

Three-dimensional space and shape ( Space and shape)It deals with geometry and measurement, which is fundamental to the activities of drawing. Creating and reading maps Shapeshifting with and without technology Interpret the relationship between images (images) to feel in three dimensions. and presentation of objects and shapes It also talks about patterns (patterns) that are common in everyday life, even speech, music, traffic, art construction, etc.

The shapes that are commonly seen, such as the shape of school houses, buildings, bridges, roads, flowers. of shape is closely related to the concept of space. which requires an understanding of the properties of objects and the relative position of objects We need to know how we see objects and why we see them as we see them. We have to understand the relationship between shapes and images in our minds. or images that we see.

For example, see the relationship of the real city with the map. Photos of that city This includes the understanding of three-dimensional shapes represented in two-dimensional images. Has an understanding of shadows and images with depth. (perspective) and also understand how it works.

When considering, it is found that the content used by PISA in the assessment focuses on the application of knowledge and skills in daily life. This corresponds to the necessary skills in the 21st century. Looking back at the mathematics curriculum in that country, which was reformed in 2001 and 2008, can be compared with the mathematics content of PISA as follows.

Therefore, the obligation of the teacher must change the role and re-teaching for students to fully develop their abilities and answer the 21st century.

The question from this is When there is a second educational reform (may happen soon), whether Thai students will acquire the necessary skills in the 21st century depends on many factors. Students can stand up in society intelligently. Have a good analytical thinking and reflect on the news along with applying the knowledge learned in the classroom to everyday life.