Mathematical literacy teachers’ engagement with contextual tasks based on personal finance

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dc.contributor.authorBansilal, Sarah
dc.contributor.authorMkhwanazi, Thokozani
dc.contributor.authorMahlabela, Patisizwe
dc.date.accessioned2016-07-21T07:36:56Z
dc.date.available2016-07-21T07:36:56Z
dc.date.issued2012-09
dc.description.abstractThis 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.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationBansilal, S., Mkhwanazi, T., & Mahlabela, P. (2012). Mathematical literacy teachers' engagement with contextual tasks based on personal finance. Perspectives in Education, 30(3), 98-109.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3610
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectMathematical literacyen_ZA
dc.subjectACEen_ZA
dc.subjectMathematics of financeen_ZA
dc.subjectSituative perspectiveen_ZA
dc.subjectLocal community of mathematical literacy practiceen_ZA
dc.subjectDirect problemen_ZA
dc.subjectInverse problemen_ZA
dc.subjectProcess-object dualityen_ZA
dc.titleMathematical literacy teachers’ engagement with contextual tasks based on personal financeen_ZA
dc.typeArticleen_ZA
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PiE 2012 Volume 30 Issue 3