Abstract
D.Ed.
The study focused on the placement of Grade 10 learners in either Mathematics
or Mathematical Literacy. The purpose was to develop guidelines to assist Grade
10 learners to make a proper choice, which would render their placement more
justifiable and objective and, in turn, enhance their results.
A central theme of the National Curriculum Statement (NCS) is the importance
that secondary schools will shape learners to become responsible citizens in a
fast-developing, scientific and technological society. South Africa has an urgent
need for more scientists, engineers, high-level economists and technicians,
which can only be satisfied if learners with potential for science-related studies
are identified. Due to the fact that learners need skills to interact critically with
the world outside the school environment, more learners should be encouraged
to take Mathematics. A good foundation of Mathematics and Mathematical
Literacy necessitates the development of guidelines to add value to assessment.
Therefore, this study examined the nature of Mathematics and Mathematical
Literacy, the historical background of Mathematics education in South Africa,
constructivism and its approaches to learning and teaching, as well as cognitive
and non-cognitive factors associated with achievement and general test
evaluations.
A pragmatic philosophy was followed. National Curriculum Statement (NCS)
documents were analysed to distinguish between Mathematics and
Mathematical Literacy in terms of subject content. Qualitative and quantitative
information was collected by means of interviews and questionnaires
respectively.The analyses of the NCS documents showed content similarities and differences
between Mathematics and Mathematical Literacy and identified the gaps in
learners’ learning experiences that could contribute to non-achievement in either
subject.