A comparison between the contexts Grade 10 learners prefer for Mathematical Literacy and those reflected in the TIMSS survey

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dc.contributor.advisorJulie, Cyril
dc.contributor.authorSnyders, Charles John
dc.date.accessioned2023-06-01T09:21:39Z
dc.date.accessioned2024-05-28T10:55:12Z
dc.date.available2023-06-01T09:21:39Z
dc.date.available2024-05-28T10:55:12Z
dc.date.issued2006
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThis study focuses on the contexts grade 10 learners prefer to deal with in mathematical literacy. These preferred contexts of the learners were then compared with the contextual situations found in the Third International Mathematics and Science Study (TIMSS). The most important findings of this study are that grade ten learners from low socio-economic environments regard mathematics and mathematicians' practices as the most favoured items. The extra-mathematical clusters that they prefer are the technology and health cluster. TIMSS designers favoured the financial cluster flavored with youth cultural elements and technological devices that the youth are associated with. What learners find relevant or interesting may differ from what designers of tests may perceive to be relevant or vice versa. UNen_US
dc.identifier.urihttps://hdl.handle.net/10566/15624
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematical Literacyen_US
dc.subjectContexts in Mathematicsen_US
dc.subjectMathematical Modellingen_US
dc.subjectTIMSSen_US
dc.subjectRelevance of Mathematicsen_US
dc.subjectLearners' interest in Mathematicsen_US
dc.subjectRelevance of School Mathematics Education (ROSME)en_US
dc.titleA comparison between the contexts Grade 10 learners prefer for Mathematical Literacy and those reflected in the TIMSS surveyen_US

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