Developing Mathematical Literacy through project work: A teacher/teaching perspective
Pythagoras
| Field | Value | |
| Title | Developing Mathematical Literacy through project work: A teacher/teaching perspective | |
| Creator | Vithal, Renuka | |
| Description | 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. | |
| Publisher | AOSIS Publishing | |
| Date | 2006-10-20 | |
| Identifier | 10.4102/pythagoras.v0i64.97 | |
| Source | Pythagoras; Issue 64 (2006); 37-44 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/97/101
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