A Model Suggestion for In-service Teacher Training to Develop Mathematical Literacy

This study discusses an in-service teacher training seminar planned to train teachers for a teaching process in which mathematical literacy is integrated into teaching. The seminar's content was created according to the Dual Focus Teaching Model. This study, which is design-based research, was planned and implemented for a total of 28 hours in 14 weeks, including what mathematical literacy is, making the content of the teaching suitable for mathematical literacy, choosing and writing a mathematical literacy question, introducing the Dual-Focus Teaching Model, and module development, planning and implementation for the teaching process in which the model will be used. The data of the study were collected through observation and semi-structured interviews. The findings are presented under the headings of mathematical literacy and views on the planning and implementation of integrated courses. The results showed that the seminar's content and methodology followed in the seminar were suitable for teaching mathematical literacy and revealed that interactive studies and instant feedback in the courses held within the seminar's scope were important for the training of teachers.