The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.

The National Curriculum Statement (NCS) for Mathematical Literacy (Maths Lit) states that the approach to Maths Lit teaching has to be contextualized – focusing on context-driven problems that relate to everyday lives. In this report I attempt to identify how teachers select and use context–oriented...

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Main Author: Tilana, Thandeka
Format: Others
Language:en
Published: 2012
Subjects:
Online Access:http://hdl.handle.net/10539/11435
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-wits-oai-wiredspace.wits.ac.za-10539-114352019-05-11T03:41:20Z The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes. Tilana, Thandeka Mathematical literacy Context-oriented tasks The National Curriculum Statement (NCS) for Mathematical Literacy (Maths Lit) states that the approach to Maths Lit teaching has to be contextualized – focusing on context-driven problems that relate to everyday lives. In this report I attempt to identify how teachers select and use context–oriented tasks for their grade 10 Mathematical Literacy classrooms. Data was gathered using a case study of four teachers, using interviews and analysis of various documents (work schedule and sample of learners‟ workbooks). Vygotsky‟s theory of mediation was used to analyze the findings in relation to the Maths Lit goals and principle of contextualization. The agendas from Graven and Venkat (2007) were used as the tool to analyze the tasks in the learners‟ books. A continuum based on these agendas was used as a descriptive tool of where teachers fit in relation to the context/content spectrum. The study concluded that teachers mainly used the work schedule and text books to select the context-oriented tasks for their learners. Teachers‟ selections of tasks were guided by the mathematical content to be taught. Most of the tasks‟ contexts lacked authenticity and the tasks consisted of pure mathematical content. The teachers mainly used the context to introduce the content to be learned. The tasks that were used promoted mathematical goals and were not context-driven. The level of authenticity promoted within the Maths Lit curriculum and its disseminated support documents such as work schedules, therefore needs to be investigated further. 2012-03-14T09:44:10Z 2012-03-14T09:44:10Z 2012-03-14 Thesis http://hdl.handle.net/10539/11435 en application/pdf
collection NDLTD
language en
format Others
sources NDLTD
topic Mathematical literacy
Context-oriented tasks
spellingShingle Mathematical literacy
Context-oriented tasks
Tilana, Thandeka
The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
description The National Curriculum Statement (NCS) for Mathematical Literacy (Maths Lit) states that the approach to Maths Lit teaching has to be contextualized – focusing on context-driven problems that relate to everyday lives. In this report I attempt to identify how teachers select and use context–oriented tasks for their grade 10 Mathematical Literacy classrooms. Data was gathered using a case study of four teachers, using interviews and analysis of various documents (work schedule and sample of learners‟ workbooks). Vygotsky‟s theory of mediation was used to analyze the findings in relation to the Maths Lit goals and principle of contextualization. The agendas from Graven and Venkat (2007) were used as the tool to analyze the tasks in the learners‟ books. A continuum based on these agendas was used as a descriptive tool of where teachers fit in relation to the context/content spectrum. The study concluded that teachers mainly used the work schedule and text books to select the context-oriented tasks for their learners. Teachers‟ selections of tasks were guided by the mathematical content to be taught. Most of the tasks‟ contexts lacked authenticity and the tasks consisted of pure mathematical content. The teachers mainly used the context to introduce the content to be learned. The tasks that were used promoted mathematical goals and were not context-driven. The level of authenticity promoted within the Maths Lit curriculum and its disseminated support documents such as work schedules, therefore needs to be investigated further.
author Tilana, Thandeka
author_facet Tilana, Thandeka
author_sort Tilana, Thandeka
title The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
title_short The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
title_full The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
title_fullStr The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
title_full_unstemmed The selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
title_sort selection and uses of context-oriented tasks within grade 10 mathematical literacy classes.
publishDate 2012
url http://hdl.handle.net/10539/11435
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