Julie, CyrilMbekwa, MondeBlaauw, ChristopherNULLFaculty of Education2014-02-032024-04-192010/06/212010/06/212014-02-032024-04-192009https://hdl.handle.net/10566/12299Magister Educationis - MEdThe study explored the comparison of grade 8 to 10 urban and peri-urban learners' contexts preferences in mathematical literacy. There is currently a strong emphasis on the use of contexts for school mathematics. This has been also the case for South Africa when grade 10 learners have to make a choice between mathematics and mathematical literacy as one of their compulsory subjects for grade 10. This study focused more on the use of mathematics in real life situations. Data was collected by using questionnaires developed as part of the Relevance of School Mathematics Education (ROSME) project. The questionnaire dealt with contexts preferred by grade 10 learners from urban and peri-urban areas. The data were analysed using non-parametric statistical techniques. The findings radicate that there were contexts highly preferred by learners from both urban and peri-urban areas; least preferred by learners from both areas, highly preferred by learners from periurban areas but not by learners from urban areas and least preferred by learners from urban areas but not by those from peri-urban areas and vice versa. It is recommended that contexts highly preferred by learners should be incorporated in the learning experiences of learners.enMathematical literacyContexts in mathematicsMathematical modellingRelevance of mathematicsLearners' interest in mathematicsUrbanPeri-urbanThesisUniversity of the Western Cape