Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy

North, Marc and Christiansen, Iben M. (2015) Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy. Pythagoras, 36 (1). 285/1-285/11. ISSN 1012-2346

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Abstract

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling’s theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

Item Type: Article
Keywords: Mathematical Literacy; South Africa; Domains of mathematical practice
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Depositing User: North, Marc
Date Deposited: 12 Aug 2015 11:59
Last Modified: 16 Sep 2016 08:19
URI: http://eprints.nottingham.ac.uk/id/eprint/29555

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