Indonesian current curriculum urge teachers in all school grades to implement the launched programs that support the curriculum, namely: integration of strengthening character education; school literacy movement (SLM); integration of 21st century skills, and integration of higher order thinking skills or higher-order thinking skills. School Literacy Program (SLP), in particular, is a program that aims to nurture the attitude of noble character to children through reading activities since such activities are believed to become a reflective, analytical, and critical skill leading to the development of other disciplines including mathematics. However, reading activities as the core of literacy activities has not become a focus of mathematics teaching and learning organized by many mathematics teachers. Thus, the aims of this study is to explore teachers’ perspectives toward the management of learning and teaching mathematics by involving literacy activities.

Fifty-eight mathematics teachers at Sidoarjo city, Indonesia, were invited to fill out a set of questionnaire consisting of 14 items related to literacy activities in mathematics teaching and learning. The items are categorized in 3 groups, namely items of beginning learning activities (5 items), during learning (8 items), and end of learning (1 item). The teachers’ responses on this set of items were then analyzed by studying the tendency of whether they get used to carrying out the activities examined by the items or not based on each of item frequency. Generally, results indicate that all the literacy activities within the set of items have already been carried out by teachers, although not all teachers have implemented in their teaching practices. All teachers admitted to have 15-minutes habituation of reading, ask students to pose questions which relates various learning resources being read. While most teachers (31-50) admitted to carry out some items during learning activities such as asking students to make a temporary summary of learning activities and final summary of topic in mathematics that have been studied, only few teachers (10) who have implemented end of learning activities such as encouraging students to revise, clarify, or refute any predicition based on the theory they have learned.

Results of this study support the idea of the need for mathematics teachers to involve literacy activities as much as possible in their teaching practice. The impliction of this reaserch related to teacher education of literacy in teaching and learning activities are discussed