INTEGRATION OF ALGEBRA AND CAREER GUIDANCE MODULES INSECONDARY SCHOOLS: A MODEL FOR THE FORMATION OF FUNCTIONALMATHEMATICAL LITERACY

In Grade 9, a gap persists between mastering algebraic methods and applying them in real professional contexts,which diminishes functional mathematical literacy and learning motivation and complicates informed career choice.The study aimed to theoretically substantiate and empirically test a model that integrates the algebra course withcareer-orientation modules to enhance ninth-graders’ functional mathematical literacy and support career decisionmaking.Methods: competence-based and contextual approaches; a pre–post quasi-experiment (8 weeks, N=54); PISA-typetasks aligned with the “formulate — apply — interpret” components; a motivation survey; descriptive and comparativestatistics.Significant gains were observed across all components of functional mathematical literacy and in learning motivation;awareness of career choice was strengthened.Systematically linking algebra to real professional contexts and employing PISA-type tasks enhances the appliedfocus of instruction, develops functional literacy, and supports ninth-graders’ career self-determination.