Teachers’ views on mathematical literacy and on their experiences as students of the course

dc.creator	Monde Mbekwa
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:16:55Z
dc.date.available	2015-08-12T11:16:55Z
dc.identifier	10.4102/pythagoras.v33i63.105
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/a20d5e6ab449461cbb8353be574c07b0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/25951
dc.description	This paper reports on a study undertaken at the University of the Western Cape with a class of 32 in-service teachers who had completed six months of an Advanced Certificate in Education (ACE) course in mathematical literacy in 2004. The teachers completed an evaluation questionnaire, which asked them about their common sense conception of mathematical literacy and their reflections on their student experiences in the first six months of the course at UWC. The study has found that some of these students’ understanding of mathematical literacy corresponds to contradictory conceptions of mathematical literacy, which appear in the literature. Some expected that the course would be a watered-down version or easy mathematics whilst some viewed it as mathematics with applications in everyday life. Whilst some of the teachers perceived the course content to be “difficult”, it is important to note that almost all the teachers, except those who dropped out, have completed and passed the course, which indicates that it was a worthwhile endeavour.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/105
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 33, Iss 63, Pp 22-29 (2011)
dc.subject	Mathematical Literacy
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Teachers’ views on mathematical literacy and on their experiences as students of the course
dc.type	article