n South African Journal of Higher Education - Exploring the notion of Mathematical Literacy teacher knowledge
|Article Title||Exploring the notion of Mathematical Literacy teacher knowledge|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of KwaZulu-Natal|
|Publication Date||Jan 2014|
|Pages||1156 - 1172|
|Keyword(s)||Disciplinary learning, Mathematical Literacy, Pedagogical content knowledge, Pedagogical learning and Teacher knowledge|
The introduction in South Africa of the subject Mathematical Literacy (ML) was an innovative response to the low levels of numeracy amongst adults. No other country has developed a subject with such an exclusive focus and this raises challenges for ML teacher educators to design a suitable curriculum to train ML teachers. In this article, the author first proposes a contextual attributes model of ML. Contextual attributes, such as contextual signifiers, language, rules and visual mediators, are identified and it is argued that ML learners require opportunities that facilitate engagement with these attributes in order to participate in the domains and make informed decisions. The author then explores some implications of this model for the conceptualisation of ML knowledge for teaching.
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