Implications of the Quantitative Literacies Test Results of the National Benchmark Test Project (NBTP) for Teachers

Autor/in	Nel, Benita P.
Titel	Implications of the Quantitative Literacies Test Results of the National Benchmark Test Project (NBTP) for Teachers
Quelle	In: South African Journal of Education, 40 (2020) 1, Artikel 1792 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nel, Benita P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Benchmarking; Foreign Countries; College Readiness; College Bound Students; Competence; Teaching Methods; Problem Solving; Literacy; Statistics; Mathematics; Mathematical Logic; Numbers; High School Graduates; South Africa + Suchen Sie Ihr Suchwort? Ausland; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Alphabetisierung; Schreib- und Lesefähigkeit; Statistik; Mathematik; Mathematical logics; Mathematische Logik; Zahlenraum; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learners intending to enter some higher education (HE) institutions in South Africa write the National Benchmark Tests (NBTs) that are expected to provide a measure of their readiness for HE. A large gap exists between the quantitative literacy competencies of many of these learners and expectations at HE level. In this article I explore the following research question: Which quantitative literacy competencies required in HE, as identified through the National Benchmark Test Project (NBTP), are not well developed in the test takers, and what does this imply for teachers? Twelve test-item results in which candidates performed the poorest were analysed (N = 2348). The focus areas identified for teachers included quantity, number and operations, data representation, and change. The research indicates that, to enhance learners' competence in these areas, teachers should provide them with more challenging tasks than, for example, reading a single value from a graph, chart or table. Instead, learners should be required to integrate information from more than one graph/chart. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01