Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy
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....
| Main Authors: | , |
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| Format: | Article |
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AOSIS OpenJournals
2015
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| Online Access: | https://eprints.nottingham.ac.uk/29555/ |
| _version_ | 1848793809499979776 |
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| author | North, Marc Christiansen, Iben M. |
| author_facet | North, Marc Christiansen, Iben M. |
| author_sort | North, Marc |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:06:12Z |
| format | Article |
| id | nottingham-29555 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:06:12Z |
| publishDate | 2015 |
| publisher | AOSIS OpenJournals |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-295552020-05-04T17:09:50Z https://eprints.nottingham.ac.uk/29555/ Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy North, Marc Christiansen, Iben M. 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. AOSIS OpenJournals 2015-06-29 Article PeerReviewed 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 Mathematical Literacy; South Africa; Domains of mathematical practice http://dx.doi.org/10.4102/pythagoras.v36i1.285 |
| spellingShingle | Mathematical Literacy; South Africa; Domains of mathematical practice North, Marc Christiansen, Iben M. Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
| title | Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
| title_full | Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
| title_fullStr | Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
| title_full_unstemmed | Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
| title_short | Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
| title_sort | problematising current forms of legitimised participation in the examination papers for mathematical literacy |
| topic | Mathematical Literacy; South Africa; Domains of mathematical practice |
| url | https://eprints.nottingham.ac.uk/29555/ https://eprints.nottingham.ac.uk/29555/ |