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ERIC Number: EJ1177864
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1029-8457
Exploring the Role of Contextual Attributes in a Mathematical Literacy Assessment Task
Bansilal, Sarah; Debba, Rajan
African Journal of Research in Mathematics, Science and Technology Education, v16 n3 p302-316 2012
Mathematical Literacy was introduced in South African schools as a subject driven by life-related applications of mathematics. The design of assessment tasks for Mathematical Literacy (with its emphasis on real-life contexts) has created a new set of demands, not usually encountered in typical mathematics tasks. The purpose of this qualitative study was to identify and to explore how learners attend to some of the demands. In this study the context is understood in terms of attributes which provide the resources for the interpretation of the event. The study was undertaken with a class of 73 Grade 12 Mathematical Literacy learners. Data was generated from learners' written responses to a provincially administered trial examination as well as from semi-structured interviews with ten of the learners. The findings indicate that the learners displayed different levels of engagement with the contextual language, rules and reasoning required by the context. Some learners were also limited by their non-recognition of crucial information. It is recommended that assessment settings which provide learners with structured opportunities to engage deeply with the contextual attributes associated with different contexts should be encouraged. It is hoped that the findings of the study will increase the understanding of the nature and role of assessments in achieving the aims of Mathematical Literacy in South Africa.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A