Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators

France Masilo Machaba

doi:10.12973/ejmste/78243

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France Masilo Machaba ¹ ^*

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¹ University of South Africa, SOUTH AFRICA^* Corresponding Author

Abstract

The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.

Keywords

curriculum and assessment policy statement
mathematics
mathematical literacy
pedagogical practices

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 1, January 2018, 95-108

https://doi.org/10.12973/ejmste/78243

Publication date: 30 Oct 2017

Online publication date: 05 Oct 2017

Article Views: 4753

Article Downloads: 3009

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How to cite this article

APA

Machaba, F. M. (2018). Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 95-108. https://doi.org/10.12973/ejmste/78243

Vancouver

Machaba FM. Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators. EURASIA J Math Sci Tech Ed. 2018;14(1):95-108. https://doi.org/10.12973/ejmste/78243

AMA

Machaba FM. Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators. EURASIA J Math Sci Tech Ed. 2018;14(1), 95-108. https://doi.org/10.12973/ejmste/78243

Chicago

Machaba, France Masilo. "Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 1 (2018): 95-108. https://doi.org/10.12973/ejmste/78243

Harvard

Machaba, F. M. (2018). Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), pp. 95-108. https://doi.org/10.12973/ejmste/78243

MLA

Machaba, France Masilo "Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 1, 2018, pp. 95-108. https://doi.org/10.12973/ejmste/78243