A new literacies approach to academic numeracy practices in higher education in South Africa

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dc.contributor.authorPrince, Roberten_ZA
dc.contributor.authorArcher, Arleneen_ZA
dc.date.accessioned2014-10-28T14:02:13Z
dc.date.available2014-10-28T14:02:13Z
dc.date.issued2008en_ZA
dc.descriptionThis is a copy of a work which has been published in a UTS ePRESS journal: Literacy and Numeracy studies, Volume16 available at: http://epress.lib.uts.edu.au/journals/index.php/lnj/article/view/1948.en_ZA
dc.description.abstractThis paper explores the terms 'mathematical literacy', 'quantitative literacy' and 'numeracy', in order to gain theoretical clarity on their meanings and the ways in which they are used. The teaching-learning situation and the learner are constructed in particular ways by these terms, and different understandings of these terms may reflect the values and rationales of various stakeholders who promote them. We propose the term 'academic numeracy practices' in order to emphasise the socially situated nature of all practices, to avoid reifying 'numeracy' into a set of discrete skills that an individual can either possess or lack, and to avoid extending the characteristics of one mode (namely, writing) to other modes. In arguing for the new term, we draw on the theoretical orientation of New Literacies Studies and multimodality. We exemplify our position by looking at charts as conventionalised practice in Higher Education in South Africa, focusing on BMI charts in the Health Sciences.en_ZA
dc.identifier.apacitationPrince, R., & Archer, A. (2008). A new literacies approach to academic numeracy practices in higher education in South Africa. <i>Literacy and Numeracy studies</i>, http://hdl.handle.net/11427/8840en_ZA
dc.identifier.chicagocitationPrince, Robert, and Arlene Archer "A new literacies approach to academic numeracy practices in higher education in South Africa." <i>Literacy and Numeracy studies</i> (2008) http://hdl.handle.net/11427/8840en_ZA
dc.identifier.citationPrince, R., Archer, A. 2008. A new literacies approach to academic numeracy practices in higher education in South Africa. Literacy and Numeracy studies.en_ZA
dc.identifier.issn1441-0559en_ZA
dc.identifier.ris TY - Journal Article AU - Prince, Robert AU - Archer, Arlene AB - This paper explores the terms 'mathematical literacy', 'quantitative literacy' and 'numeracy', in order to gain theoretical clarity on their meanings and the ways in which they are used. The teaching-learning situation and the learner are constructed in particular ways by these terms, and different understandings of these terms may reflect the values and rationales of various stakeholders who promote them. We propose the term 'academic numeracy practices' in order to emphasise the socially situated nature of all practices, to avoid reifying 'numeracy' into a set of discrete skills that an individual can either possess or lack, and to avoid extending the characteristics of one mode (namely, writing) to other modes. In arguing for the new term, we draw on the theoretical orientation of New Literacies Studies and multimodality. We exemplify our position by looking at charts as conventionalised practice in Higher Education in South Africa, focusing on BMI charts in the Health Sciences. DA - 2008 DB - OpenUCT DP - University of Cape Town J1 - Literacy and Numeracy studies LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 SM - 1441-0559 T1 - A new literacies approach to academic numeracy practices in higher education in South Africa TI - A new literacies approach to academic numeracy practices in higher education in South Africa UR - http://hdl.handle.net/11427/8840 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8840
dc.identifier.vancouvercitationPrince R, Archer A. A new literacies approach to academic numeracy practices in higher education in South Africa. Literacy and Numeracy studies. 2008; http://hdl.handle.net/11427/8840.en_ZA
dc.language.isoengen_ZA
dc.publisherUTS ePressen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsAttribution 4.0 Internationalen_ZA
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_ZA
dc.sourceLiteracy and Numeracy studiesen_ZA
dc.source.urihttp://epress.lib.uts.edu.au/journals/index.php/lnj/article/view/1948
dc.titleA new literacies approach to academic numeracy practices in higher education in South Africaen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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