1 / 8

The Aims of the Research

h v u a Mathematical Literacy a u n e s. The Aims of the Research.

maris-bauer
Télécharger la présentation

The Aims of the Research

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. h v u a Mathematical Literacy a u n e s

  2. The Aims of the Research • To investigate the values taught in Mathematics and Mathematics Literacy classrooms by teachers at secondary schools in the Western Cape • To ascertain how this integration of values into mathematics/mathematical literacy lessons assists learners at-risk

  3. The Rationale of the Study • “… because there is the absence of a clearly-articulated value-system to which everyone subscribes in our places of learning, fundamental human rights are being violated everyday in our classrooms” (Asmal 2001) • “Values and morality give meaning to our individual and social relationships. They are the common currencies that help make life more meaningful……An education system does not exist to simply serve as a market…..It’s primary purpose must be to enrich the individual.” (NCS - for Mathematical Literacy)

  4. “…values in mathematics education may be taken to represent one’s internalization and ‘cognitisation’ of affective variables (such as beliefs and attitudes) in the context of the culture of one’s community” (Seah and Bishop -1999) • six sets of values inherent in the ‘Western’ mathematics curriculum: rationalism, objectism, control, openness, progress and mystery (Alan Bishop - 2004) • Values - “crucial yet neglected aspect of mathematics” (Bishop 2003)

  5. “….(values) seem to have a deep influence on how, why and what we learn. Hence, depending on the values learnt in mathematics classrooms, students may be helped in their lifelong learning, or may sadly learn values that inhibit their in-built creative potential.” Clarkson et al (2001) • “… Outwardly, we are a people of many colours, races, cultures, languages and ancient origins. Yet we are tied to one another by a million visible and invisible threads. We share a common identity from which none can escape because together we are human, we are South African…”.(President Thabo Mbeki – 2001)

  6. Theories and Education • Education policies of: Malaysia - ‘Rukunegara’ and ‘Nilai-Nilai Murni’, Indonesia - ‘Panca Sila’ Singapore - ‘Shared Values’ and ‘Desirable Outcomes of Education’ Thailand’s education reform Ethnomathematics • Critical mathematics

  7. The dimensions of wellness model

  8. Research design: • The Qualitative Case Study • Population • Sampling • Data Collection Process

More Related