DEVELOPING MATHEMATICAL LITERACY THROUGH AN INSTRUCTIONAL PROCESS: A GRADE 9 CASE STUDYON SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES

Tóm tắt

This research develops and illustrates an instructional process integrating Realistic Mathematics Education (RME) principles with the DAPIC problem-solving cycle (Define, Assess, Plan, Implement, Communicate) to enhance mathematical literacy among Grade 9students. Addressing gaps in existing frameworks, the model, grounded in the PISA framework, emphasizes mathematical reasoning across all phases while embedding critical21st-century skills. The process begins with the realistic problems to engage students, progresses through collaborative solution exploration and discussion of diverse strategies, and culminates in formalizing mathematics and applying knowledge to new contexts. A Vietnamese classroom case study on solving systems of linear equations in two variables demonstrates how students transition from informal methods to structured algebraic techniques. Guided by targeted teacher prompts and collaborative discussions, students deepen both conceptual understanding and procedural fluency. The findings suggest that this integrated RME–DAPIC approach not only aligns with international literacy goals but also effectively cultivates the core dimensions of mathematical literacy within realistic contexts and supports students’ development as reflective and adept problem-solvers in secondary mathematics education.