Email
Favorite
Favorited ×
Download
Embed
Private Content
Copy and paste this code into your blog or website Copy Customize Close
We have emailed the verification/download link to "".
Login to your email and click the link to download the file directly.

To request the link at a different email address, update it here. Close
Validation messages. Success message. Fail message.

Check your bulk/spam folders if you can't find our mail.

Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

+ Follow

Ml response

by LynnBowie on Sep 09, 2010

793 views

Response to Maths Literacy CAPS document

More…

Response to Maths Literacy CAPS document

Less

5 Embeds 323

http://mathsliteracy.wordpress.com	294
http://maths-ed.blogspot.com	25
url_unknown	2
http://www.ananzimail.co.za	1
http://translate.googleusercontent.com	1

Statistics

Favorites: 1
Downloads: 11
Comments: 1
Embed Views: 323
Views on SlideShare: 470
Total Views: 793

1–1 of 1 previous next

Maggie Verster , Educational consultant/maths teachers/web2.0 activist at WWWSolutions/ICT4Champions Hi Lynn,

Thanx for uploading it. Now I can embed it in my blog!!! 1 year ago Reply
Are you sure you want to Yes No

I quite like it. Appeals to my sense of order. Get all those basics in place for. Get the skills under your belt (certainly you can do them in context) and then deal with application areas one by one. Problems: boredom – some are repeats of way back when (BODMAS, percentages)Separation. Curriculum document is a pains to point out need for integration BUT structure and suggested timeline mitigate against this.
If we make the following statement“My country won 5 medals in the 1996 Olympic Games, but won 15 medals in the 2008 Olympic Games” there are a number of different ways we can describe this increase:My country won 10 more medals in 2008 than it did in 1996. (This gives the difference between the number of medals in 2008 and in 1996)My country won 3 times as many medals in 2008 than it did in 1996. (This gives the factor by which the number of medals has increased between 1996 and 2008)Between 1996 and 2008 the number of medals my country won increased by 200%. (This gives the percentage change in the number of medals between 1996 and 2008). To summarise: 3 of the ways we can express a change in a value between the starting value and the finishing value are:Difference = finishing value – starting valueGrowth factor = Percentage change = N
Argue that at a classroom level we need teachers making careful observations about what learners are learning and what they are doing. At broader level too. Argue that NB to study in classroom what effect we are having and what teaching we are doing that worksClearly at broader level too.Universities: it’s uselessMinister: Angie celebrating that more learners did maths than ML (despite more failing maths)As I have stated before, I personally hope that the Maths Literacy group will always be a small group, so that they can benefit from the individual help that a small class can provide. The Maths Literacy classes are intended for those students that have always and will always struggle with Mathematics.
Finance – seen most significant changes. Although as you point out more clarity. Think focus on terminology and understanding accounts etc is important. Aversion to using formulae here. Compound interest formula is a powerful tool. Function is included as one of patterns. Quite happy that focus is not just formula. But all sorts of situations of compounding. But denying formula is problematic. Algebra – as tool could be NB. Although there in some of the functions stuff it is downplayed. E.g. no solving simultaneous eq – why not two linear? Formulae?Likelihood: lots about understanding. I think some systematic counting and tree diagrams and the like NB for getting understanding. I think I would still have liked to see some contingency tables – but maybe that’s implied in some of the work? Stats: interpretating and understanding – as a higher level mathematical literacy? Assessment

1 Favorite

Eugene Brown , Education at Crawford North Coast 1 year ago

Ml response — Presentation Transcript

Key question:
What does it mean to be mathematically literate?
Key question:
What does it mean to be mathematically literate?
And what is the best way of organising the school maths literacy curriculum to help learners achieve this?
How prescriptive should a curriculum be about sequencing, pacing and teaching approach?
Do we know what best practice in a mathematical literacy classroom looks like?
GRADES 10, 11 & 12
Application Topics
Patterns, relationships and representations
Finance
Basic Skills Topics
Measurement
Numbers and operations with numbers
Maps, plans and other representations of the physical world
Data Handling
Interpreting and communicating answers
Probability
GRADES 10, 11 & 12
Application Topics
Patterns, relationships and representations
Finance
Basic Skills Topics
Measurement
Numbers and operations with numbers
Maps, plans and other representations of the physical world
Data Handling
Interpreting and communicating answers
Probability
C2005
Here are outcomes – get to them any way you think works
NOW
This is the way we all will do it
GRADES 10, 11 & 12
Application Topics
Patterns, relationships and representations
Finance
Basic Skills Topics
Measurement
Numbers and operations with numbers
Maps, plans and other representations of the physical world
Data Handling
Interpreting and communicating answers
Probability
Context
Mathematical Content
Context
Content
Real Life Contexts
Content
Mathematical content & skills & other considerations
“IN ORDER TO”
Problem / Context
Problem / Context
Problem / Context
Mathematical Content
Real-Life Contexts
Ratios
Baking
Percentages
Tax
Running a Business
Income &
Expenditure
Statistics
HIV-AIDS
Linear Graphs
Cell phones
Competencies / Skills
Estimation
Making comparisons
Budgeting
Analysing
Drawing graphs
Figure 2: Interplay between content, context and problem solving skills in Mathematical Literacy.
Mathematical Content
Real-Life Contexts
Ratios
Baking
Percentages
Tax
Running a Business
Income &
Expenditure
Statistics
HIV-AIDS
Linear Graphs
Cell phones
Competencies / Skills
Estimation
Making comparisons
Problem solving
Analysing
Representing change
Figure 2: Interplay between content, context and problem solving skills in Mathematical Literacy.
Need to know more about
whether ML is achieving anything
Need to know more about
whether ML is achieving anything
Need to know more about
whether ML is achieving anything
what works in the classroom
Boaler 2002 on equity and reform … difficulties and possibilities
In SA context we’ve had work by Sethole, Adler, Pournara and Graven and Venkat illuminating complexity of context-content
Progression
Ways in which progression is dealt with
Content (Data: single data set, two data sets, multiple data sets)
Context (Finance: personal-workplace-social/global)
Confidence in solving problems (Reduction in scaffolding)
Where does it lead to? Challenge at the high end?
Some detail
Finance
Algebra – aversion?
Financial aspects
Clarity in likelihood section on calculations needed
Stats – could go further?
Assessment – still gone for paper 1 ‘easy’, paper 2 ‘more challenging’. Why?

Ml response

by LynnBowie on Sep 09, 2010

Accessibility

Categories

Upload Details

Usage Rights

5 Embeds 323

Statistics

Ml response — Presentation Transcript