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RESEARCH PAPER
Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators
1
University of South Africa, SOUTH AFRICA
Online publication date: 2017-10-05
Publication date: 2017-10-30
Corresponding author
France Masilo Machaba
University of South Africa, 194 Block CC, Soshanguve, 0152, 0152 pretoria, South Africa
University of South Africa, 194 Block CC, Soshanguve, 0152, 0152 pretoria, South Africa
EURASIA J. Math., Sci Tech. Ed 2018;14(1):95-108
KEYWORDS
TOPICS
ABSTRACT
The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.
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