@inbook {MATHEDUC.05247663,
author = {Julie, Cyril},
title = {Learners' context preferences and mathematical literacy.},
year = {2007},
booktitle = {Mathematical modelling (ICTMA 12): Education, engineering and economics. Proceedings from the 12th international conference on the teaching of mathematical modelling and applications, London, UK, July 10--14, 2005},
isbn = {978-1-904275-20-6},
pages = {195-202},
publisher = {Chichester: Horwood},
abstract = {Summary: Mathematical Literacy deals primarily with the insertion of a mathematical gaze on extra-mathematical issues and situations. These issues and situations are to a large extent determined by curriculum, learning resource and test designers. The issues and contexts learners prefer for mathematical investigation is a largely under-researched area. In order to ascertain contexts that learners would find interesting to deal with in Mathematical Literacy a study, the Relevance Of School Mathematics Education (ROSME), was embarked upon. Some of the findings of this study and how they relate to current issues in South Africa are presented in this paper. It is concluded that within their Mathematics Literacy experiences learners should also be confronted with issues and situations to which they accord priority. However, this should be done with circumspection given that schools are also places where interests are to be developed. This, in turn, calls for a curriculum where the interests of learners and those fixed by curriculum, learning resource and test designers are balanced.},
msc2010 = {D30xx (D50xx)},
identifier = {2008a.00179},
}