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

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dc.contributor.authorMhakure, Duncanen_ZA
dc.contributor.authorMokoena, Mamolahluwa Ameliaen_ZA
dc.date.accessioned2014-07-29T08:38:46Z
dc.date.available2014-07-29T08:38:46Z
dc.date.issued2011en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationMhakure, D., & Mokoena, M. A. (2011). A comparative study of the FET phase mathematical literacy and mathematics curriculum. <i>US-China Education Review B</i>, http://hdl.handle.net/11427/3347en_ZA
dc.identifier.chicagocitationMhakure, Duncan, and Mamolahluwa Amelia Mokoena "A comparative study of the FET phase mathematical literacy and mathematics curriculum." <i>US-China Education Review B</i> (2011) http://hdl.handle.net/11427/3347en_ZA
dc.identifier.citationMhakure, D., Mokoena, M. 2011. A comparative study of the FET phase mathematical literacy and mathematics curriculum. US-China Education Review B.en_ZA
dc.identifier.issn1548-6613en_ZA
dc.identifier.ris TY - Journal Article AU - Mhakure, Duncan AU - Mokoena, Mamolahluwa Amelia AB - 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. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - US-China Education Review B LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1548-6613 T1 - A comparative study of the FET phase mathematical literacy and mathematics curriculum TI - A comparative study of the FET phase mathematical literacy and mathematics curriculum UR - http://hdl.handle.net/11427/3347 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3347
dc.identifier.vancouvercitationMhakure D, Mokoena MA. A comparative study of the FET phase mathematical literacy and mathematics curriculum. US-China Education Review B. 2011; http://hdl.handle.net/11427/3347.en_ZA
dc.language.isoengen_ZA
dc.publisherDavid Publishersen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceUS-China Education Review Ben_ZA
dc.source.urihttp://files.eric.ed.gov/fulltext/ED524823.pdf
dc.subject.othermathematics curriculumen_ZA
dc.subject.othermathematical literacy curriculum and further education and training phaseen_ZA
dc.subject.otherteacher/educator used interchangeablyen_ZA
dc.titleA comparative study of the FET phase mathematical literacy and mathematics curriculumen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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