oa The Independent Journal of Teaching and Learning - The rationale for teaching Quantitative Literacy in 21st century South Africa : a case for the renaming of Mathematical Literacy
|Article Title||The rationale for teaching Quantitative Literacy in 21st century South Africa : a case for the renaming of Mathematical Literacy|
|© Publisher:||Independent Institute of Education|
|Journal||The Independent Journal of Teaching and Learning|
|Affiliations||1 Umalusi, 2 Umalusi, 3 Crawford College, 4 Al-Falaah College and 5 Council for Quality Assurance in General and Further Education and Training|
|Publication Date||Jan 2015|
|Pages||6 - 36|
|Keyword(s)||Contextual mathematics, Mathematical Literacy, Numeracy, Quantitative Literacy, Quantitative skills and Umalusi curriculum research|
In 2014 Umalusi (Council for Quality Assurance in General and Further Education and Training) proposed research into Mathematical Literacy to determine whether the content and skills in Mathematical Literacy compare with the problem-solving skills considered necessary to be quantitatively literate by world standards. The team of researchers transformed this question into three questions.
- What is Quantitative Literacy? What are its main characteristics (i.t.o. knowledge, skills and attitudes)?
- Does Mathematical Literacy cover the skills considered to be necessary to be quantitatively literate by world standards?
- To what extent does the Curriculum and Assessment Policy Statement (CAPS) for Mathematical Literacy encompass the skills and knowledge required for arithmetical / mathematical / quantitative problem solving with respect to content, depth and breadth?
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