Mathematical Literacy as a school subject: Failing the progressive vision?

Abstract

The National Curriculum Statement (NCS) for Mathematical Literacy (ML) is part of a progressive agenda for increased democracy and social justice. It claims that the new school subject Mathematical Literacy will provide learners with awareness and understanding of the role that mathematics plays in the modern world. However, the analysis developed in this paper indicates that the superficial engagement with complex applications of mathematics implied by the ML NCS is not likely to live up to its claim. In addition, we do not understand enough about the connections between mathematical, technological and reflective knowledge/knowing/competencies to know how to facilitate the awareness and understanding that is part of the vision of the ML NCS

Problem-based learning model: It’s effect on mathematical literacy ability based on students' visual verbal ability

“…Mathematical literacy is one of the important skills that students must possess (NCTM, 2000;DEMİR, 2020). Mathematical literacy will give students awareness and understanding of the role of mathematics in the modern world (Bolstad, 2021;Baumgartner et al, 2021;Christiansen, 2006;Kuznetsova, 2021). Mathematical literacy has become a major goal in schools in certain countries.…”

“…Verbal skills express students' knowledge and experience in an adequate form of language to communicate to others (Vukovic & Lesaux, 2013). Visual ability is someone with a cognitive style will be easier to receive, process, store, and process information contained in an image (Bjorling, 2007;Christiansen, 2006). Visual-verbal abilities also need attention from teachers to support students' mathematical literacy skills.…”

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

“…At a general level this article builds on the work of others such as Christiansen (2006), Julie (2006), Frith and Prince (2006) and Venkatakrishnan, Graven, Lampen and Nalube (2009), all of whom have problematised components of policy and practice associated with the subject Mathematical Literacy. Specifically, however, this work is an extension and elaboration of the work of Christiansen (2007), but with important differences.…”

Boundary objects and boundary crossing for numeracy teaching

“…see Skovsmose and Yasukawa 2009;Frankenstein 2001;Jablonka 2003). While the South African Mathematical Literacy curriculum has been criticized for falling short of this critical perspective (Christiansen 2006), the curriculum rhetoric does encourage focus on the orientations and limitations of mathematical tools through a shift in vantage to a contextual standpoint.…”