THE EXAMINATION OF MATHEMATICS TEACHERS’ AWARENESS OF PISA AND PROGRESS ON PROBLEM WRITING SKILLS

This study includes the preparation, development, and comparison processes of the mathematical literacy (ML) skills of 78 middle and high school mathematics teachers working in Muğla Province. In the first phase, the awareness of the mathematics teachers selected for the study towards ML and PISA questions was determined. The problems generated by teachers before and after the training were examined within the context of PISA competencies, and the differences between the questions written in terms of each context were analyzed. Following the training, their opinions regarding the ML and PISA questions were determined. Prior to the study, it was observed that mathematics teachers were highly inadequate in relation to ML and PISA questions. Subsequently, a 40-hour professional development training on mathematical literacy was provided to these teachers. Along with the training, it was observed that many teachers' ML skills improved, and they began to write PISA-style questions. Following this, they stated that they would remain within the context of the ML and PISA questions when selecting and writing problems to use in their lessons.