A Comparative Study of the FET Phase Mathematical Literacy and Mathematics Curriculum

Autor/inn/en	Mhakure, Duncan; Mokoena, Mamolahluwa Amelia
Titel	A Comparative Study of the FET Phase Mathematical Literacy and Mathematics Curriculum
Quelle	(2011), S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Secondary School Mathematics; Numeracy; Differences; Barriers; Mathematics Skills; Skill Development; Mathematics Education; Comparative Analysis; Mathematics Teachers; Secondary School Teachers; Teacher Surveys; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Rechenkompetenz; Unterscheiden; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article is based on a study that compared the FET (further education and training) phase mathematics literacy curriculum and mathematics curriculum. The study looked into how the conceptualization of a mathematical literacy curriculum enhanced the acquisition of mathematical concepts among the learners. In order to carry out this comparison between the two curricula, views of 355 participants comprising of mathematics and mathematical literacy teachers, mathematics and mathematical literacy subject advisors and heads of departments at the MST (mathematics, science and technology) units were sought. The findings of the study revealed that both curricula have similar learning outcomes, but different assessment standards. Factors that hinder the learning and teaching of mathematics in both curricula, such as lack of qualified mathematics teachers, lack of parental support, negative societal attitudes towards mathematics and lack of support from the Department of Education among others, were identified by the study. Intervention mechanisms, such as the use of information technology as an instructional tool, contextualized teaching and learning materials for mathematics, recruiting and training mathematics teachers and continuous professional development, were suggested. Further research is necessary for exploring the benefits of cross-curriculum teaching and learning of mathematical literacy as a way of enhancing the acquisition of mathematical skills at the FET phase. (Contains 3 tables and 12 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10