Preferred contexts for mathematical literacy of Korean grade 8-10 learners

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dc.contributor.advisorJulie, C
dc.contributor.advisorMbekwa, Monde
dc.contributor.authorKim, Sun Hi
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-07-18T09:36:42Z
dc.date.accessioned2024-04-12T08:09:56Z
dc.date.available2007/04/20 09:19
dc.date.available2007/04/20
dc.date.available2013-07-18T09:36:42Z
dc.date.available2024-04-12T08:09:56Z
dc.date.issued2006
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would prefer to deal with mathematics, in order to improve these weak points and thus increase their mathematical power. The aim of the study was to investigate mathematical literacy in connection with the relevance of mathematics and mathematical modelling. The study paid more attention to mathematics education in real life situations.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/10562
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematicsen_US
dc.subjecttudy and teaching (Secondary)en_US
dc.subjectKoreaen_US
dc.subjectMathematical abilityen_US
dc.titlePreferred contexts for mathematical literacy of Korean grade 8-10 learnersen_US
dc.typeThesisen_US

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