id: 06404322
dt: j
an: 2015b.00304
au: Venkat, Hamsa
ti: Exploring the nature and coherence of mathematical work in South African
mathematical literacy classrooms.
so: Res. Math. Educ. 12, No. 1, 53-68 (2010).
py: 2010
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for
Research into Learning Mathematics (BSRLM)
la: EN
cc: D30 C30
ut: mathematical proficiency; mathematical literacy
ci: ME 2002a.00209
li: doi:10.1080/14794800903569865
ab: Summary: In this paper the mathematical working in a series of ‘litter
project’ lessons from a South African mathematical literacy class is
analysed in terms of {\it J. Kilpatrick} et al. [Adding it up: helping
children learn mathematics. Washington, DC: National Academy Press
(2001; ME 2002a.00209)] five strands of mathematical proficiency. The
analysis points to evidence of the life skills-oriented mathematical
literacy frame opening up opportunities for engagement across aspects
of all five strands, but shows that the emphases differ from the
intra-mathematical emphases within the strands. I argue that this is
due to the lack of centrality in the mathematical literacy frame of the
‘mathematical terrain’. The shifting of competence to the bridge
between mathematics and everyday situations and problems retains
mathematical coherence and connectedness. Both of these aspects are
grounded in the mathematical tools and thinking that are needed to make
sense of the everyday situation, rather than the more
intra-mathematical connections and coherence that appear to be in focus
within the strands of mathematical proficiency.
rv: