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Article Content:-
Abstract
This study aims to develop a contextual, stage-structured design of mathematical literacy tasks, starting from routine and familiar problems to build basic understanding, and gradually progressing to problems that require higher-level reasoning. The research employed the Design and Development Research (DDR) method, involving three stages: analysis, design, and development. The study produced two tasks that each represent the mathematical literacy process aspects within the statistics content area (uncertainty and data). The tasks were developed based on mathematical literacy indicators, including the processes of formulating, employing, and interpreting. These progressively structured tasks are designed to bridge the gap between commonly taught routine problems and complex literacy problems such as those in PISA, and are expected to reduce cognitive load in solving contextual mathematical literacy tasks. This study contributes to the development of contextual assessment instruments that align with students’ stages of thinking. However, the limitation of this study lies in the fact that it only reached the development stage and has not yet included an evaluation of its effectiveness.
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References
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