Original Research

Developing Mathematical Literacy through project work: A teacher/teaching perspective

Renuka Vithal
Pythagoras | Issue 64 | a97 | DOI: https://doi.org/10.4102/pythagoras.v0i64.97 | © 2006 Renuka Vithal | This work is licensed under CC Attribution 4.0
Submitted: 20 October 2006 | Published: 20 October 2006

About the author(s)

Renuka Vithal, University of KwaZulu-Natal, South Africa

Full Text:

PDF (392KB)

Share this article

Bookmark and Share


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.


Mathematical Literacy; project work;


Total abstract views: 2311
Total article views: 3365

Crossref Citations

No related citations found.