scholarly journals Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice

Pythagoras ◽  
2012 ◽  
Vol 33 (3) ◽  
Author(s):  
Erica D. Spangenberg
Keyword(s):  
South Africa ◽  
General Education ◽  
Education And Training ◽  
Further Education ◽  
Thinking Styles ◽  
Mathematical Literacy ◽  
Subject Choice ◽  
Literacy Learners ◽  
The Right ◽  
And Training

In this article I report on research intended to characterise and compare the thinking styles of Grade 10 learners studying Mathematics and those studying Mathematical Literacy in eight schools in the Gauteng West district in South Africa, so as to develop guidelines as to what contributes to their subject choice of either Mathematics or Mathematical Literacy in Grade 10. Both a qualitative and a quantitative design were used with three data collection methods, namely document analysis, interviews and questionnaires. Sixteen teachers participated in one-to-one interviews and 1046 Grade 10 learners completed questionnaires. The findings indicated the characteristics of learners selecting Mathematics and those selecting Mathematical Literacy as a subject and identified differences between the thinking styles of these learners. Both learners and teachers should be more aware of thinking styles in order that the learners are able to make the right subject choice. This article adds to research on the transition of Mathematics learners in the General Education and Training band to Mathematics and Mathematical Literacy in the Further Education and Training band in South Africa.

scholarly journals Mathematical Literacy – mathematics and/or literacy: What is being sought?

Pythagoras ◽  
2007 ◽  
Vol 0 (66) ◽  
Author(s):  
Hamsa Venkat
Keyword(s):  
South Africa ◽  
General Education ◽  
Education And Training ◽  
Further Education ◽  
Mathematical Literacy ◽  
Alternative Option ◽  
Further Education And Training ◽  
Mathematical Sciences ◽  
And Training ◽  
Learning Area

Mathematical Literacy was introduced as an alternative option to Mathematics in the Further Education and Training (FET) phase (Grades 10-12, learners generally aged 15-18) in South Africa in January 2006. As a new subject in the FET phase, and with aims that differ somewhat from the notion of mathematical literacy that figured within the Mathematical Literacy / Mathematics / Mathematical Sciences (MLMMS) learning area in the General Education and Training (GET) phase, teachers are faced with implementing a subject which does not have established aims, understandings and practices associated with it.

scholarly journals Continuous Assessment In Schools: Teachers Bitter Pill To Swallow

2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Mutendwahothe Walter Lumadi
Keyword(s):  
General Education ◽  
South African ◽  
Summative Assessment ◽  
Education And Training ◽  
Further Education ◽  
Department Of Education ◽  
Continuous Assessment ◽  
Criterion Referenced ◽  
And Training ◽  
Democratic Country

This paper articulates debates surrounding the concept of Continuous Assessment (CA) in South African schools. Although the research was focused on schools in this democratic country, it became evident from the findings that assessment is still a challenge besetting both General Education and Training (GET)and Further Education and Training Bands (FET) worldwide. One of the fundamental reasons for the previous national disenchantment with regard to summative assessment has been the gross inequities that have resulted from inferences based solely on final examinations. In the post apartheid era, the Department of Education made it compulsory that schools turned to CA that is backed by criterion-referenced standards. CA has been heralded as the solution to a host of education ills, including the apparent gap in performance between students of various political and religious backgrounds.

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