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Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education.

ABSTRACT: In the first months of 2020, as the COVID-19 pandemic became a top concern worldwide, media coverage became full of information that demands mathematical literacy, or numeracy, to interpret. In this study, we examine the public's understanding of mathematical notions that are required for understanding the pandemic and predicting its spread. We also explore its correlations with several variables: age group and gender, educational attainment in mathematics, and mathematics identity. To do so, we conducted a cross-sectional survey focusing on mathematical knowledge relevant to the pandemic. The survey was distributed to a representative sample of the Jewish Israeli population (n = 439). Findings showed that participants' educational attainment in mathematics was positively correlated with their success in the mathematical media literacy tasks. However, even those with high attainment levels did not always perform well. Moreover, the explanatory variable with the strongest relationship to mathematical media literacy was found to be participants' mathematical identity. These results suggest that school mathematics, especially in its high levels, may prepare adults to understand critical information important for their well-being, such as at a time of global pandemic. However, they also demonstrate that a weak mathematical identity may significantly hinder adults' engagement with such information.

Supplementary information

The online version contains supplementary material available at 10.1007/s10649-021-10075-8.

SUBMITTER: Heyd-Metzuyanim E

PROVIDER: S-EPMC8214049 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:ObjectiveThis cross-sectional validation work evaluated the psychometric features of the COVID-19 Media Literacy Scale (C-19MLs) in Students.MethodsThe study was conducted on 530 students from a medical university in Hamadan, Iran, who were recruited through a stratified cluster random sampling process in June-July 2020. Intraclass Correlation Coefficient (ICC) and internal consistency were used to assess the reliability. Moreover, CFA (Confirmatory Factor Analyses) and EFA (Exploratory Factor Analyses) were carried out to examine construction validity. CVR (Content Validity Ratio) and CVI (Content Validity Index) were used to examine the content validity.ResultsAccording to the factor analysis, it was indicated that the C-19MLs included 21 items measuring five dimensions (constructedness of credible Covid-19 media messages, contractedness of fake media coronavirus messages, fake media coronavirus messages, audience, with three questions in each factor; format, represented lifestyles in fake media coronavirus messages with six questions in each factor) for an explanation of 58.4% of the prevalent variance. The average scores for the CVI and CVR were respectively 0.94 and 0.77. According to confirmatory factor analysis, the studied model had an appropriate fitting to the data; the relative chi-square (x2/df) = 2.706 < 3, RMSEA = 0.093 ≤ 0.1; CFI = 0.893 ≥ 0.9; TLI = 0.874 ≥ 0.9; GFI = 0.816 ≥ 0.9; and SRMR = 0.06 ≤ 0.08. Further analyses represented acceptable findings for internal consistency reliability values with 0.86 of Cronbach's alpha.ConclusionsThe results proved that the C-19MLs is a reliable and valid tool, and it is suitable and acceptable now and can be utilized in forthcoming investigations. This highlights educators and stakeholders to realize the importance of participating individuals in the new media ecology and new 'Infomedia' ecosystems for enabling people in the current digital society.

Dataset Information

Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education.

Supplementary information

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