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

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dc.contributor.advisorJulie, Cyril
dc.contributor.advisorMbekwa, Monde
dc.contributor.authorCornelissen, Belinda M.
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-11-26T17:57:23Z
dc.date.accessioned2024-04-12T08:09:48Z
dc.date.available2009/12/02 09:11
dc.date.available2009/12/02
dc.date.available2013-11-26T17:57:23Z
dc.date.available2024-04-12T08:09:48Z
dc.date.issued2008
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractFor many years, there have been calls for the mathematics curriculum in South African schools to be made more meaningful and relevant to young people's everyday lives. Despite efforts to address this issue, there is a widespread perception wihtin the mathematics education community that much remains to be seen. Broadly, this study focused on the contexts preferred by grade 8 , 9 and 10 learners as a domain in which to embed mathematics. The particular focus was on whether gender played a role in the preferences expressed by these learners for contexts.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/10550
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematicsen_US
dc.subjectStudy and teachingen_US
dc.subjectEducationen_US
dc.titleA comparison between the contexts learners in Grades 8, 9 and 10 prefer for mathematical literacy and genderen_US
dc.typeThesisen_US

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