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Mathematical Literacy, Mathematical Modeling, and Realistic Mathematics Problems



                                                 Constructing a mathe-
                                                   matical model


                                                                 Solving the math-
                                  Realistic environment
                                                                 ematical problem
             Figure 1
             TheProcess of theSolution
                                                 Translating the solution
             of Realistic Problems (adapted
             from Cotič & Felda, 2011)


             Mathematics Instruction and Mathematical Literacy
             If we want to effectively foster literacy, we must consistently involve stu-
             dents in using mathematical concepts and algorithms in other subjects and
             continue with literacy efforts in subsequent stages of education, especially
             to build up the competencies related to sustainability. One of the negative
             aspects of literacy is the teaching or learning of mathematics as encoun-
             tered in schools (cf. Fauzan & Arnawa, 2020). The foundation of mathemat-
             ical literacy is recognizing and understanding the role of mathematics and
             its meaningful use in everyday life, which differs significantly from school ex-
             periences (OECD, 2023). Students focus on learning problem-solving proce-
             dures as demonstrated by the teacher in school and as they have ‘practiced’
             on similar problems at home. Very few students seek general rules that sim-
             plify problem-solving, as they do not see the point in learning procedures
             by heart. Many students prefer memorizing procedures. Teachers encourage
             this by showing how each problem can be solved using a specific proce-
             dure, as if inserting individual values into an equation (Mann & Enderson,
             2017).
               Several studies have shown that students do not recognize the problem
             situation in word problems (cf. Verschaffel et al., 2002). They cannot mean-
             ingfully connect the final result with the problem text, and they uncritically
             accept the result obtained by strictly following the learned procedure as cor-
             rect.
               Ordinary mathematical problems or word problems encountered in math-
             ematics are still quite ‘rigid’ (Cotič & Valenčič Zuljan, 2009). Word problems,
             as a reflection of real-life situations, should attract students to use their ev-
             eryday experiences. In reality, students perceive them as a sort of nuisance
             where data appears in the text instead of being written as ‘expected’ in math-
             ematics, that is, in the form of calculations, equations, or at least in an or-


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