D. Tech. Education / This thesis emerges from an analysis of learners' responses to tasks presented to learners studying Mathematics and Mathematical Literacy in South Africa. Officially, Mathematics and Mathematical Literacy are two separate learning areas. Learners from Grade 10 onwards take either one or the other but not both. This means that there is a potential that by the time learners reach Grade 11, they would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. Hence the study sought to investigate Grade 11 learners' approaches to solving context-based Mathematics and Mathematical Literacy tasks. The study was driven by the following key research questions: How do Mathematics learners interact with Mathematical Literacy tasks? How do Mathematical Literacy learners interact with Mathematics tasks? When given a Mathematics task, what variations, if any, exist in the solution strategies of Mathematical Literacy learners and vice versa? What are teachers and facilitators' views on Mathematics and Mathematical Literacy learners' solution strategies?
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1001398 |
| Date | January 2014 |
| Creators | Machaba, France |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format |
Page generated in 0.0018 seconds