\input zb-basic
\input zb-matheduc
\iteman{ZMATH 06655588}
\itemau{Graven, Mellony; Venkat, Hamsa}
\itemti{Emerging pedagogic agendas in the teaching of mathematical literacy.}
\itemso{Afr. J. Res. Math. Sci. Technol. Educ. 11, No. 2, 67-84 (2007).}
\itemab
Summary: This paper focuses on an emergent spectrum of pedagogic agendas in the teaching of mathematical literacy -- a new subject in the Further Education and Training (FET) band -- currently being implemented in schools in grades 10 \& 11. It is argued that a range of pedagogic spaces are opened up as a result of the `newness' of the subject. Thus we argue that the absence of precedents of what pedagogy and assessment should be like, have enabled a wide spectrum of interpretation of both the curriculum aims and the related pedagogic agendas for both individual lessons and lesson planning across the band. In this paper, we focus on 3 aspects -- the emergence of the spectrum of agendas from our empirical data linked to Bernstein's theory, a delineation of the agendas themselves and a discussion of the different pedagogical issues arising within each agenda. We believe that the conceptualization of a spectrum provides a useful tool for teachers and researchers for thinking about, and investigating, the vast range of mathematical literacy agendas present in lessons taught as a result of current curriculum implementation in Grade 10 and Grade 11. The paper draws on the work of Bernstein (1982, 1996) as a framework for analysis.
\itemrv{~}
\itemcc{D30}
\itemut{mathematical literacy; pedagogic agendas}
\itemli{doi:10.1080/10288457.2007.10740622}
\end