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Problematising current forms of legitimized participation in the examination papers for Mathematical Literacy
University of KwaZulu-Natal, South Africa; University of Nottingham, United Kingdom.
University of KwaZulu-Natal, South Africa.ORCID iD: 0000-0003-4317-7335
2015 (English)In: Pythagoras (AMESA), ISSN 1012-2346, E-ISSN 2223-7895, Vol. 36, no 1, 31-41 p.Article in journal (Refereed) Published
Abstract [en]

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling’s theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

Place, publisher, year, edition, pages
2015. Vol. 36, no 1, 31-41 p.
Keyword [en]
Mathematical Literacy, Domains of Mathematical Practice
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-135299DOI: 10.4102/pythagoras.v36i1.285OAI: oai:DiVA.org:su-135299DiVA: diva2:1044274
Available from: 2016-11-02 Created: 2016-11-02 Last updated: 2017-02-28Bibliographically approved

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Christiansen, Iben M.
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