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dc.contributor.authorBotha, Hanlie
dc.contributor.authorMaree, Jacobus
dc.contributor.authorStols, Gerrit
dc.date.accessioned2016-07-21T09:39:39Z
dc.date.available2016-07-21T09:39:39Z
dc.date.issued2013
dc.identifier.citationBotha, H., Maree, J., & Stols, G. (2013). Mathematical Literacy teachers: can anyone be one? Perspectives in Education, 31(4), 180-194.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3703
dc.description.abstractIn this case study, Mathematical Literacy teachers were interviewed and observed in the classroom in order to provide insight into the way this subject, relatively new in South African schools, is handled. The focus of this research was the instructional practice of these teachers specifically in terms of their mathematical knowledge regarding the subject and its learners. The idea that this subject is inferior to other subjects in general, but to mathematics in particular, was alluded to by some participants, alongside of the notion that it was infra dig to teach it. The study revealed that a working knowledge of mathematics as well as teaching-and-learning skills are necessary for this subject to achieve what it was meant to do when it was introduced into South African high schools in 2006.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectMathematical literacyen_ZA
dc.subjectTeachersen_ZA
dc.subjectInstructional practiceen_ZA
dc.subjectMathematical content knowledgeen_ZA
dc.subjectPedagogical content knowledgeen_ZA
dc.subjectTeachingen_ZA
dc.titleMathematical literacy teachers: can anyone be one?en_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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