Email this article 
Hide
Show all
Original Research
Mathematical Literacy: Myths, further inclusions and exclusions
Pythagoras | Issue 64 | a100 |
DOI: https://doi.org/10.4102/pythagoras.v0i64.100
| © 2006 Cyril Julie
| This work is licensed under CC Attribution 4.0
Submitted: 20 October 2006 | Published: 20 October 2006
Submitted: 20 October 2006 | Published: 20 October 2006
About the author(s)
Cyril Julie, Education, University of the Western Cape, South AfricaFull Text:
PDF (433KB)Abstract
Mathematical Literacy as a new subject in the final three years (grades 10 to 12) of schooling in South Africa is discussed. The discussion is driven by debates and deliberations around the introduction of Mathematical Literacy as they emerged in the public domain and constructs emanating from a diverse field of literature related to both mathematics and mathematical literacy. In particular the National Curriculum Statement Grades 10 to 12: Mathematical Literacy is held in focus and somewhat mirrored against Critical Mathematical Literacy. It is concluded that there should be guarding against Mathematical Literacy degenerating into a 21st century form of arithmetic.
Keywords
Mathematical Literacy;
Metrics
Total abstract views: 5409Total article views: 5006
Crossref Citations
1. Curriculum design for empowered life-preparation and citizenship: A sociological analysis of the evolution of the Mathematical Literacy curricula
Marc P. North
Pythagoras vol: 45 issue: 1 year: 2024
doi: 10.4102/pythagoras.v45i1.768