Learners' motivations for preferred contexts in mathematical literacy

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dc.contributor.advisorJulie, Cyril
dc.contributor.authorHendricks, Charlton
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-10-14T08:24:07Z
dc.date.accessioned2024-04-12T08:09:49Z
dc.date.available2007/06/25 06:27
dc.date.available2007/06/25
dc.date.available2013-10-14T08:24:07Z
dc.date.available2024-04-12T08:09:49Z
dc.date.issued2006
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe National Curriculum Statement introduced mathematical literacy officially in 2006. Learners in general perform poorly at mathematics in South Africa but there is strong belief that learners should graduate from schools sufficiently literate to deal with the mathematical issues they will encounter in out-of-school situations. Based on this, this study is an investigation of the contexts, which grades 8 - 10 learners would prefer to engage with mathematics. The aim of this study was thus to investigate mathematical literacy in relation to learners' motivations for the contexts they would prefer to deal with in mathematical literacy. The emphasis of the study is to concentrate on learners' written motivations for mathematical contexts. Data were collected using a questionnaire that deals with contexts for mathematics.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/10552
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematical literacyen_US
dc.subjectContext in mathematicsen_US
dc.subjectMathematical modellingen_US
dc.subjectRelevance of mathematicsen_US
dc.subjectLearner’s interest in mathematicsen_US
dc.subjectROSMEen_US
dc.titleLearners' motivations for preferred contexts in mathematical literacyen_US
dc.typeThesisen_US

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