Learners' Approaches to Solving Mathematical Tasks: Does Specialisation Matter?

Autor/inn/en	Machaba, France; Mwakapenda, Willy
Titel	Learners' Approaches to Solving Mathematical Tasks: Does Specialisation Matter?
Quelle	In: Africa Education Review, 13 (2016) 3-4, S.172-190 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224559
Schlagwörter	Mathematics; Mathematics Education; Mathematics Instruction; Problem Solving; Mathematical Concepts; Foreign Countries; Grade 11; Learning Strategies; Mathematics Skills; Mathematics Achievement; Secondary School Mathematics; National Curriculum; Mathematics Curriculum; Equations (Mathematics); South Africa + Suchen Sie Ihr Suchwort? Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Problemlösen; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Equations; Mathematics; Gleichungslehre; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article emerged from an analysis of learners' responses to a task presented to learners studying Mathematics and Mathematical Literacy (ML) in Gauteng, South Africa. Officially, Mathematics and ML are two separate learning areas. Learners from Grade 10 onwards are supposed to take either one or the other, but not both. This means that by Grade 11, learners would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. The article demonstrates that this possibility may not necessarily happen. Grade 11 learners from both learning areas appeared to have acquired sufficient knowledge and skills and were able to solve similar Mathematics tasks in similar ways, with similar adequacy. We argue that, contrary to common perceptions in the field of Mathematics education (particularly in South Africa), engaging in ML does not and should not make one less mathematically advanced than engagement in pure Mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01