Mathematical literacy as a school subject: Mathematical gaze or livelihood gaze?

Christiansen, Iben Maj

doi:10.1080/10288457.2007.10740614

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…I substantiate this point further in a forthcoming paper (Christiansen, 2007). Here, it suffices to point out that the ML NCS has not given sufficient attention to the complexity of this problem, and therefore also in this respect fails the progressive vision.…”

Section: Combining Epistemological Access and Social Empowerment?mentioning

confidence: 69%

“…Mathematics, as a school subject, plays an important role in maintaining the theory/practice hierarchy (cf. Christiansen, 2007). It also serves to maintain a class distinction, which of course is related.…”

Section: Combining Epistemological Access and Social Empowerment?mentioning

confidence: 99%

“…Elsewhere, I have interrogated the first justification 1 For an overview and discussion of different views on mathematical literacy, see Jablonka (2003). (Christiansen, 2007). In this paper, I interrogate the second one.…”

Section: Introductionmentioning

confidence: 99%

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

Christiansen

2006

Pythagoras

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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

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Section: Combining Epistemological Access and Social Empowerment?mentioning

confidence: 69%

Section: Combining Epistemological Access and Social Empowerment?mentioning

confidence: 99%

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

Christiansen

2006

Pythagoras

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“…The new and unique dual curriculum system, while focused on the high-school level, has ramifications for what needs to be taught in earlier grades and sets different types of expectations from learners and teachers alike. Consequently, it has been the subject of much national discussion and controversy in South Africa (e.g., Christiansen, 2007). Mouton, Louw, and Strydom (2013) have argued that the South African educational system is "flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability" (p. 1).…”

Section: South Africa As a Case Study For Statistics Educationmentioning

confidence: 99%

Building Capacity for Developing Statistical Literacy in a Developing Country: Lessons Learned From an Intervention

North

Gal

Zewotir

2014

SERJ

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This paper aims to contribute to the emerging literature on capacity-building in statistics education by examining issues pertaining to the readiness of teachers in a developing country to teach basic statistical topics. The paper reflects on challenges and barriers to building statistics capacity at grass-roots level in a developing country, based in part on lessons learnt from the design of an in-service intervention for teachers in South Africa, and on illustrative data about teachers’ attitudes, collected as part of this intervention. The paper reflects on implications for future design of interventions, as well as on research needs that can inform future capacity-building in statistics education in developing countries. First published November 2014 at Statistics Education Research Journal Archives

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“…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. Firstly, Christiansen performed an analysis of the curriculum for the subject prior to the implementation of the curriculum at classroom level and, as such, was only able to make predictions regarding possible formats of classroom practice.…”

Section: Introductionmentioning

confidence: 99%

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

North

Christiansen

2015

Pythagoras

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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.

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Mathematical literacy as a school subject: Mathematical gaze or livelihood gaze?

Cited by 10 publications

References 16 publications

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

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

Building Capacity for Developing Statistical Literacy in a Developing Country: Lessons Learned From an Intervention

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

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