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I have clean forgot that I created this podcasting station- need to upload some of my recorded ML conference talks again!

Thanx Sarah for sybmitting this!

The aim of this study was thus to investigate mathematical literacy in relation to learners' motivations for the contexts they would prefer to deal with in mathematical literacy. The emphasis of the study is to concentrate on learner's written motivations for mathematical contexts. Data were collected using a questionnaire that deals with contexts for mathematics.

My goal is to explore the relationship between Mathematics and "mathematical literacy" in a way that might encourage a more critical analysis of the many appealing, but often rather vague, claims made by the advocates of "mathematical literacy" (aka "functional mathematics"). My focus is on school mathematics in England - though there are good reasons for believing that similar observations apply elsewhere.

Mmmm we could have a field day with the stats in this article!

Mathematics education for whom and why? The balance between "mathematics education for all" and "for high level mathematical\nactivity"

An overview of Mathematical Literacy as a new subject with hints and suggestions for learners for the exams

What is inflation? How do I draw up a personal budget? How do I draw up a family budget? Growing my money with simple and compound interest . It also have a Summative assessment How can I avoid the dangers of debt? Saving and investing in my future? What do banks do? How can insurance protect me? What are my consumer rights and responsibilities?

Great resoruces. Maybe we can change it for South African cricket scores?

Mathematics is used in interesting, and often less than accurate, ways. Newspapers present graphs showing apparently correlated variables, but with a little thought, some of the time you will find that whilst it looks like two variables are connected, there is actually no cause and effect. Sometimes this is because there is a third factor causing the movements in the variables - for example, if it is hot and sunny, sales of sunscreen lotion increase, as do sales of air-conditioners. If you plot these sales against each other, you find a correlation. However, they are only connected because of a third variable, the summer weather. Of course, an unscrupulous media can draw connections where they don't exist for more political ends, such as blaming an increase in crime on the sales of hooded sweatshirts. And politicians have been known to confuse cause and effect, thinking that a local crime increase is due to the increased police presence, rather than the other way around.

Number booklet coverDuring April 2008 Brombacher and Associates ran a four-day workshop for FET College lecturers on the assessment and remediation of the pre-requisite knowledge and skills assumed to be necessary for students to be able to study Mathematical Literacy. The workshop, presented by Aarnout Brombacher and Marc North,was attended by one lecturer from each of the 50 FET Colleges. The workshop focussed on the use of pre-tests to determine the knowledge and skills that college students have at the start of the programme and on the teaching of the necessary knowledge and skills in those cases where the students do not have these. Click on the "read more" link below to access the pre-test and remediation materials developed for the workshop as well as the powerpoint slide shows that supported the teaching these could be used by college lecturers in their remediation efforts. Downloads: Handout (44 pages): Numbers (download) o Presentation: Order of operations (download) o Presentation: Percentage (download) o Presentation: Ratio (download) o Presentation: Proportion (download) o Presentation: Rate (download) Handout (40 pages): Patterns and Relationships (download) Handout (11 pages): Space, Shape and Orientation (download)

Great resource for Arnot www.brombacher.co.za for mathematical literacy. During April 2008 Brombacher and Associates ran a four-day workshop for FET College lecturers on the assessment and remediation of the pre-requisite knowledge and skills assumed to be necessary for students to be able to study Mathematical Literacy. The workshop was presented by Aarnout Brombacher and Marc North. It focussed on the use of pre-tests to determine the knowledge and skills that college students have at the start of the programme and on the teaching of the necessary knowledge and skills in those cases where the students do not have these.

New discussion with resources

Antwoorde is hier: http://mathsliteracy.ning.com/forum/attachment/download?id=2009568%3AUploadedFi58%3A5711

See discussion at http://mathsliteracy.ning.com/forum/topics/2009568:Topic:5706

Papers from Lora

Discussion can be found at http://mathsliteracy.ning.com/forum/topics/2009568:Topic:6678