This paper emerges from an analysis of learners’ responses to tasks presented to learners studying Mathematics and Mathematical Literacy in South Africa. Officially, Mathematics and Mathematical Literacy are two separate learning areas. Learners from Grade 10 onward take either one or the other but not both. This means that there is a potential that by the time learners reach Grade 11, they would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. This paper, therefore, attempt to explore the following question? What are teachers and facilitators’ views on Mathematics and Mathematical Literacy learners’ solution strategies?
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
Please try the forgotten password option using your current or old email address - you may already be on our system, otherwise create a new account.