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

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Renuka Vithal, University of KwaZulu-Natal, South Africa

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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;


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