Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice

dc.creator	Erica D. Spangenberg
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:52Z
dc.date.available	2015-08-12T11:21:52Z
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/8dd1b5833ef34748aad68717d5a61a5e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29193
dc.description	In this article I report on research intended to characterise and compare the thinking styles of Grade 10 learners studying Mathematics and those studying Mathematical Literacy in eight schools in the Gauteng West district in South Africa, so as to develop guidelines as to what contributes to their subject choice of either Mathematics or Mathematical Literacy in Grade 10. Both a qualitative and a quantitative design were used with three data collection methods, namely document analysis, interviews and questionnaires. Sixteen teachers participated in one-to-one interviews and 1046 Grade 10 learners completed questionnaires. The findings indicated the characteristics of learners selecting Mathematics and those selecting Mathematical Literacy as a subject and identified differences between the thinking styles of these learners. Both learners and teachers should be more aware of thinking styles in order that the learners are able to make the right subject choice. This article adds to research on the transition of Mathematics learners in the General Education and Training band to Mathematics and Mathematical Literacy in the Further Education and Training band in South Africa.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/179
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 3, Pp 1-12 (2012)
dc.subject	Thinking styles
dc.subject	learning styles
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	Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice
dc.type	article