Teacher performance toward students’ mathematical literacy in teaching linear program mathematical models

Abstract The teaching technique is essential to reach students’ literacy goals in learning. This study discussed the teachers’ role in teaching math toward the students’ mathematical literacy in teaching linear program mathematical models. The focus of research is to determine patterns of teachers’ performance in teaching math in the classroom. The ethnography method was applied in this study. Besides, to find out the pattern of the teachers’ performance, the anthropolinguistic approach was used. The pattern of performance is essential data that can describe the phenomena of speaking activities related to mathematical literacy. With the discovery of the teachers’ performance, it can be seen how to apply the teaching model in the next effective teaching and learning process. Research data were video recordings, in-depth interviews, and participatory observation. The results showed that the performance of math teachers in learning mathematics was teaching and examining. They were represented through statement and command language function dominantly instead of question and offer. Statements were encoded with declarative sentences, and command encoded in imperative sentences. Consequently, it affected the low level of student math literacy due to strict learning performance and lack of education part as one of literacy students’ requirements.