A comparative study of the FET phase mathematical literacy and mathematics curriculum

Mhakure, Duncan; Mokoena, Mamolahluwa Amelia

A comparative study of the FET phase mathematical literacy and mathematics curriculum

Journal Article

2011

Journal Title

US-China Education Review B

Link to Journal

http://files.eric.ed.gov/fulltext/ED524823.pdf

Publisher

David Publishers

Publisher

University of Cape Town

Faculty

Centre for Higher Education Development

Abstract

This article is based on a study that compared the FET (further education and training) phase mathematics literacy curriculum and mathematics curriculum. The study looked into how the conceptualization of a mathematical literacy curriculum enhanced the acquisition of mathematical concepts among the learners. In order to carry out this comparison between the two curricula, views of 355 participants comprising of mathematics and mathematical literacy teachers, mathematics and mathematical literacy subject advisors and heads of departments at the MST (mathematics, science and technology) units were sought. The findings of the study revealed that both curricula have similar learning outcomes, but different assessment standards. Factors that hinder the learning and teaching of mathematics in both curricula, such as lack of qualified mathematics teachers, lack of parental support, negative societal attitudes towards mathematics and lack of support from the Department of Education among others, were identified by the study. Intervention mechanisms, such as the use of information technology as an instructional tool, contextualized teaching and learning materials for mathematics, recruiting and training mathematics teachers and continuous professional development, were suggested. Further research is necessary for exploring the benefits of cross-curriculum teaching and learning of mathematical literacy as a way of enhancing the acquisition of mathematical skills at the FET phase.