Marc North's presentation on the Maths Literacy CAPS document at Wits Sept 2010

1. Mathematical Literacy CAPS Document Shifts and Rationales

2. Extensive ML CAPS document authoring team Author Critical reader

3. Key question: What does it mean to be mathematically literate?

4. Mathematical Literacy Grade 12 Paper 2 Examinations (2009) (i.e. “Applications” paper)

7. Sowetan, 10 August 2010

9. Unions demanding 8,6% increase in salary + R1 000 housing allowance Mathematical model: Consider a teacher who earns R10 000 per month and does not qualify for a housing allowance: 1. “No work, no pay”: Strike for 1 week: salary = ¾ of R10 000 = R7 500,00 Loss in pay = R2 500,00

10. 2. How much will the teacher earn at the Government and Union rates? Government: Government offer = 7,5% -> Increase = 7,5% × R10 000 = R750 New salary = R10 000 + R750 = R10 750 Unions Union demand = 8,6% -> Increase = 8,6% × R10 000 = R860 New salary = R10 000 + R860 = R10 860 Extra money every month = R110.

11. 3. How long will it take for the teacher to recoup the money lost as a result of the “no work, no pay” principle if they strike for 1 week? Extra money every month = R110 Loss of pay from the strike = R2 500 No. of month needed to recoup the lost pay = R2 500 ÷ R110/month = 22,727… ≈ 23 full months.

13. Does this mean that teachers shouldn’t go on strike?

15. this means having an understanding that although we can use mathematics to make sense of a situation, there are often non-mathematical considerations that affect our decisions and actions;

16. this means having an understanding that mathematical models and mathematical solutions have limitations, and do not always present the most appropriate solution;

18. R56,99 R27,99 10 kg 4,5 kg Classroom 4,5 kg : R27,99 ÷ 4,5 ÷ 4,5 1 kg : R27,99 ÷ 4,5 × 10 × 10 10 kg : R62,20

19. R56,99 R27,99 10 kg 4,5 kg 4,5 kg ≈ R28,00 5 kg ≈ R30,00 10 kg ≈ R60,00

20. R56,99 R27,99 10 kg 4,5 kg 10 kg ≈ R57,00 1 kg ≈ R5,70 ½ kg ≈ R2,80 4,5 kg ≈ 1 kg + 1 kg + 1 kg + 1kg + ½ kg ≈ R25,00

24. Frustrations with the NCS

28. “Create one document to encompass all existing documents (NCS; SAG; Teachers Guide’ Examination Guidelines)”.

29. “Please give a workscheme, suggested timings (per topic) and resources needed (e.g. bills, maps, etc)”

32. Mathematical skills / calculations (e.g. percentages; ratios; etc)

34. Appropriate?3. Integration of content and skills:

36. Contexts

38. Structure of examinations

40. Context Mathematical Content Context

41. Content Real Life Contexts Content

42. Mathematical content & skills & other considerations “IN ORDER TO” Problem / Context Problem / Context Problem / Context

43. Example 1:

44. Example 2:

45. Example 3:

46. Overview of the CAPS Document

48. Progression in Mathematical Literacy

49. Overview and weighting of topics

51. Detailed outline of content / skills to be taught per grade

52. Basic skills topics

53. Application topicsChapter 4: Assessment

54. 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

61. A = P(1 + i)n

68. “New” Content

74. There will be far more continuity between textbooks.Disadvantages:

75. Changes to Assessment

76. Weighting of topics Application Topics Patterns, relationships and representations Basic Skills Topics 30% (+-5%) Finance Measurement 20% (+-5%) Numbers and operations with numbers Maps, plans and other representations of the physical world 20% (+-5%) Data Handling 20% (+-5%) Interpreting and communicating answers Probability 10% (+-5%)

77. Grade 10 examinations

78. 5 questions Finance Measure Maps … Data Integrated Likelihood + + Numbers Patterns Interpreting

79. Distribution of marks according to the taxonomy levels:

80. Grade 11 & 12 examinations

81. PAPER 1 – “Skills Paper in familiar contexts” 5 questions Finance Measure Maps … Data Integrated Likelihood + + Numbers Patterns Interpreting

83. PAPER 2 – “Applications paper working in familiar & unfamiliar contexts” 4 or 5 questions Integrated Integrated Integrated Integrated Integrated + + Numbers Patterns Interpreting

85. Total distribution of marks according to the taxonomy levels for both papers:

86. Possible challenges