Original Research

Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts

Hamsa Venkatakrishnan, Mellony Graven
Pythagoras | Issue 64 | a95 | DOI: https://doi.org/10.4102/pythagoras.v0i64.95 | © 2006 Hamsa Venkatakrishnan, Mellony Graven | This work is licensed under CC Attribution 4.0
Submitted: 20 October 2006 | Published: 20 October 2006

About the author(s)

Hamsa Venkatakrishnan, University of the Witwatersrand, South Africa
Mellony Graven, University of the Witwatersrand, South Africa

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The call for students with a flexible range of quantitative skills that can be applied in a diverse range of contexts has gained considerable ground internationally over the last decade or so (Kilpatrick et al., 2001; Steen et al., 1990).


Mathematical Literacy;


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