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

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Date
2012-09Author
Bansilal, Sarah
Mkhwanazi, Thokozani
Mahlabela, Patisizwe
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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.