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


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Title Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice
Creator Spangenberg, Erica D.
Subject Mathematics Education; Education; Mathematics Thinking styles; learning styles; Mathematical Literacy
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.
Publisher AOSIS Publishing
Date 2012-12-06
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Survey and interview
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v33i3.179
Source Pythagoras; Vol 33, No 3 (2012); 12 pages 2223-7895 1012-2346
Language eng
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Coverage South Africa Currently 15; Males and Females; White, Coloured, Indian and Black
Rights Copyright (c) 2012 Erica D. Spangenberg