Developing Mathematical Literacy through project work: A teacher/teaching perspective
The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathemat...
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| Format: | Article |
| Language: | English |
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AOSIS
2006-10-01
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| Series: | Pythagoras |
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| Online Access: | https://pythagoras.org.za/index.php/pythagoras/article/view/97 |
| Summary: | The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathematics education, which I argue is one (among others) of the forces shaping the new South African curriculum reforms, particularly the Mathematical Literacy curriculum. If so, then the case for a specific pedagogy, that of project work, can be shown to support the development of a mathematical literacy from a critical perspective. In this paper a particular set of conceptual tools, principles and practices associated with project work, as developed in the Scandanavian context but researched in South Africa, are elaborated from the perspective of teachers/teaching of mathematical literacy. |
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| ISSN: | 1012-2346 2223-7895 |