This study focused on teachers’ views on the role of context in Mathematical
Literacy. The study falls within a constructivist framework. The research
method used was a case study involving two teachers. The data for the study
was collected from teachers through semi-structured interviews and was
collected from learners through mathematical literacy tasks. In the analysis
of the research data, five issues are identified and discussed: They are
concerned with (a) the balance between content and context, (b) the relation
between context and access to mathematics, (c) links between context and
interest, (d) context and language and (e) context as a barrier in
mathematics. The study concludes that real life context is very important and
useful in teaching and learning mathematics. However, teachers need be
careful in selecting context because inappropriate context can become a
barrier to learning. The report concludes with recommendations for
classroom practice, teacher education and further research.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/5580 |
| Date | 29 August 2008 |
| Creators | Mthethwa, Themba M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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