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Mathematical Literacy, Mathematical Modeling, and Realistic Mathematics Problems

manipulating mathematical objects but on manipulating real objects. This
means that ‘standard’ word problems are not the most suitable for develop-
ing mathematical modelling skills, as the text itself guides the selection of
the appropriate mathematical operation or procedure.

Developing Mathematical Literacy
More complex problems, which challenge students, are suitable for develop-
ing mathematical literacy (Manfreda Kolar & Hodnik, 2021). At the beginning
of schooling, it is better for students to solve these problems in small groups,
as collaborative work helps them find suitable solving strategies and discuss
criticalpoints,searchingforoptimalsolutions.Thisway,each individualgains
experience and builds mathematical literacy(Hadiyantietal.,2021).Problems
should be sufficiently ‘open’ so that the solving process requires students to
make justified decisions based on the mathematical model they use (Peter-
Koop, 2004).

Importance of Understanding the Problem
Understanding the problem is crucial for its solving (Polya, 1945). The prob-
lem’s formulation must match the developmental stage of the students and
consider their communication abilities and language knowledge. Solving re-
alistic mathematical problems involves two language connections: one with
the written or spoken text, which must be understood in everyday language
terms, and the other with mathematical language as a set of symbols and
mathematical concepts that must be mastered to perform the ‘mathemati-
cal’ part of the solving process.
Difficulties students have in one or both areas, or presenting a realistic
problem whose understanding and potential solving methods exceed stu-
dents’ competencies, lead to poorer performance and slower development
of mathematical thinking.

Overcoming Deficiencies through Discussion
Discussions involving the realistic problem topic, modelling, finding a suit-
able strategy to solve the arising mathematical problem, and interpreting
the result or its appropriate real representation are extremely beneficial for
exchanging opinions and experiences and learning problem-solving strate-
gies. The teacher must ensure that even students who often unsuccessfully
tackle problems on their own are included in the discussion. Such students
tend to remain passive, and their rare answers or suggestions are simple and
often unclear.

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