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Key question: What does it mean to be mathematically literate?

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Page 1: Ml response

Key question:What does it mean to be mathematically literate?

Page 2: Ml response

Key question:What does it mean to be mathematically literate?

And what is the best way of organising the school maths literacy curriculum to help

learners achieve this?

Page 3: Ml response

• How prescriptive should a curriculum be about sequencing, pacing and teaching approach?

• Do we know what best practice in a mathematical literacy classroom looks like?

Page 4: Ml response
Page 5: Ml response

GRADES 10, 11 & 12

Inte

rpre

ting a

nd

com

munic

ating

answ

ers

Maps, plans and other

representations of the

physical world

Finance

Num

bers

and

opera

tions w

ith

num

be

rs

Patte

rns,

rela

tionship

s

an

d

repre

senta

tions

Measurement

Data Handling

Probability

Ba

sic

Sk

ills

To

pic

s

Application Topics

Page 6: Ml response

GRADES 10, 11 & 12

Inte

rpre

ting a

nd

com

munic

ating

answ

ers

Maps, plans and other

representations of the

physical world

Finance

Num

bers

and

opera

tions w

ith

num

be

rs

Patte

rns,

rela

tionship

s

an

d

repre

senta

tions

Measurement

Data Handling

Probability

Ba

sic

Sk

ills

To

pic

s

Application Topics

Page 7: Ml response

C2005Here are outcomes –get to them any way you think works

NOWThis is the way we all will do it

Page 8: Ml response

GRADES 10, 11 & 12

Inte

rpre

ting a

nd

com

munic

ating

answ

ers

Maps, plans and other

representations of the

physical world

Finance

Num

bers

and

opera

tions w

ith

num

be

rs

Patte

rns,

rela

tionship

s

an

d

repre

senta

tions

Measurement

Data Handling

Probability

Ba

sic

Sk

ills

To

pic

s

Application Topics

Page 9: Ml response

Mathematical Content

Context

Context

Page 10: Ml response

Content

Content

Real Life

Contexts

Page 11: Ml response

Mathematical content & skills

& other considerations

Problem /

Context

Problem /

Context

“IN ORDER TO”

Problem /

Context

Page 12: Ml response

Mathematical Content

Ratios

Linear Graphs

Income &

Expenditure

Percentages

Statistics

Real-Life Contexts

Baking

Tax

HIV-AIDS

Cell phones

Running a

Business

Competencies / Skills

Drawing graphs

BudgetingAnalysing

Estimation

Making

comparisons

Figure 2: Interplay between content, context and problem solving skills in Mathematical Literacy.

Page 13: Ml response

Mathematical Content

Ratios

Linear Graphs

Income &

Expenditure

Percentages

Statistics

Real-Life Contexts

Baking

Tax

HIV-AIDS

Cell phones

Running a

Business

Competencies / Skills

Representing

change

Problem

solvingAnalysing

Estimation

Making

comparisons

Figure 2: Interplay between content, context and problem solving skills in Mathematical Literacy.

Page 14: Ml response

Need to know more about

• whether ML is achieving anything

Page 15: Ml response

Need to know more about

• whether ML is achieving anything

26

22

1613

107 6

0

5

10

15

20

25

30

0-29 30-39 40-49 50-59 60-69 70-79 80-100

% o

f M

L le

arn

ers

Mark for ML2008 as %

Page 16: Ml response

Need to know more about

• whether ML is achieving anything

• what works in the classroom

– Boaler 2002 on equity and reform … difficulties and possibilities

– In SA context we’ve had work by Sethole, Adler, Pournara and Graven and Venkatilluminating complexity of context-content

Page 17: Ml response

Progression

• Ways in which progression is dealt with

– Content (Data: single data set, two data sets, multiple data sets)

– Context (Finance: personal-workplace-social/global)

– Confidence in solving problems (Reduction in scaffolding)

• Where does it lead to? Challenge at the high end?

Page 18: Ml response

Some detail

• Finance

• Algebra – aversion?

• Financial aspects

• Clarity in likelihood section on calculations needed

• Stats – could go further?

• Assessment – still gone for paper 1 ‘easy’, paper 2 ‘more challenging’. Why?


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