A comparison between the contexts learners in grades 8, 9 and 10 prefer for mathematical literacy

Simple item page
dc.contributor.advisorJulie, Cyril
dc.contributor.authorBarnes, Mogamat Shaheed
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-06-11T10:38:10Z
dc.date.accessioned2024-04-12T08:09:45Z
dc.date.available2008/03/03 08:47
dc.date.available2008/03/10
dc.date.available2013-06-11T10:38:10Z
dc.date.available2024-04-12T08:09:45Z
dc.date.issued2006
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe use of contexts in school mathematics is receiving much attention both nationally and internationally. This as well as the scarcity of research focusing on the topic stimulated me to research the contexts preferred by learners of mathematics. The large-scale project is called the Relevance of School Mathematics Education (ROSME) project. The current study essentially deals with that section of the larger project which investigates the issues and situations that learners in grades eight, nine and ten would prefer to deal with in mathematics. Broadly, this study focuses on the contexts preferred by grade 8, 9 and 10 learners as a domain in which to embed school mathematics.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/10544
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematical literacy. Contextsen_US
dc.subjectMathematics. Mathematical modelling. Relevanceen_US
dc.subjectMathematicsen_US
dc.titleA comparison between the contexts learners in grades 8, 9 and 10 prefer for mathematical literacyen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Barnes_MED_2006.pdf
Size:
365.45 KB
Format:
Adobe Portable Document Format
Download

Collections

Magister Educationis - MEd (Comparative Education)