Mathematics teacher perspectives on teacher literacy: How to develop it?

• Main Authors: Ardiansyah, Adi Satrio, Asikin, Mohammad, Junaedi, Iwan, Cahyono, Adi Nur, Lestari, Firdha Dwi
• Format: Conference Proceeding
• Language: English
• Subjects: Human resource management; Learning; Literacy; Mathematical analysis; Mathematics; Mathematics teachers; Teachers; Training
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0126746

Efforts to improve teacher literacy are part of the development of human resource management in schools. There are many ways to do this, one of which is through training activities (in service training). The aim of this study are to describing the mathematics teacher’s perspective on the components of teacher literacy and the appropriate training model to improve it. The study was conducted using a qualitative descriptive method to 47 mathematics teachers from several regions in Indonesia. The data was obtained through an open questionnaire assisted by google form and then analyzed qualitatively through the process of data reduction, data presentation, and drawing conclusions. The results show that (1) the conditions for developing digital mathematical literacy are still very minimal, so it needs to be developed, and (2) a training model that can be developed through blended learning activities, providing digital modules by paying attention to some training materials, integrating learning management systems and implementing training carried out more than 30 hours of lessons. e-INNOMATTS 2.0 (e-Innomative Mathematics Teaching Study 2.0) training model can be an alternative solution for developing mathematics teacher literacy. Further research can be developed to answer this need which has considered the perspective of the mathematics teacher as a user.