Original Research

Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy

Marc North, Iben M. Christiansen
Pythagoras | Vol 36, No 1 | a285 | DOI: https://doi.org/10.4102/pythagoras.v36i1.285 | © 2015 Marc North, Iben M. Christiansen | This work is licensed under CC Attribution 4.0
Submitted: 26 November 2014 | Published: 29 June 2015

About the author(s)

Marc North, School of Science, Mathematics and Technology Education, University of KwaZulu-Natal, South Africa; Centre for Research in Mathematics Education, University of Nottingham, United Kingdom
Iben M. Christiansen, School of Science, Mathematics and Technology Education, University of KwaZulu-Natal, South Africa


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Abstract

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling’s theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

 

 


Keywords

Mathematical Literacy; Domains of Mathematical Practice

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