Mathematical literacy teachers’ engagement with contextual tasks based on personal finance
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Date
2012-09
Authors
Bansilal, Sarah
Mkhwanazi, Thokozani
Mahlabela, Patisizwe
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article reports on a study carried out with a group of 108 practising Mathematical Literacy (ML)
teachers who participated in an Advanced Certificate in Education (ACE) programme. The purpose of the
qualitative study was to identify and describe the teachers’ varying levels of engagement with mathematics
tools and resources. The teachers were given questions based on financial mathematics as part of a routine
assessment, including questions based on other aspects of the module. Their written responses to the
selected test items were analysed. Thereafter 13 teachers were interviewed individually with the purpose of
confirming or disconfirming the categories identified by the initial script analysis. The analysis identified
varying levels of skill in using the mathematics and contextual resources and tools. The study also found
that success in the items required flexible participation in both the mathematics and contextual domains.
Description
Keywords
Mathematical literacy, ACE, Mathematics of finance, Situative perspective, Local community of mathematical literacy practice, Direct problem, Inverse problem, Process-object duality
Citation
Bansilal, S., Mkhwanazi, T., & Mahlabela, P. (2012). Mathematical literacy teachers' engagement with contextual tasks based on personal finance. Perspectives in Education, 30(3), 98-109.