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In order to ascertain the real-life situations that teachers, as stakeholders, would find suitable and appropriate to deal with in Mathematical Literacy (a compulsory subject for students who are not doing Mathematics at the Further Education and Training level of the South African education system), we embarked on a study known as the Relevance of School Mathematics Education (ROSME). The principle underpinning this article is that there are times when it is necessary to assess the functionality and quality of questionnaires used to ascertain affective domain issues. The study provides an analysis technique which is not affected by the sample of individuals completing a questionnaire, provided that the instrument meets particular requirements. It thus improves the rigour of measurement. Various statistics obtained in this study showed that the instrument used to determine the real-life situations which teachers prefer for Mathematical Literacy reasonably identifies this variable. However, it is cautioned that much more care needs to be exercised in construction of such instruments. The results also indicated the real-life situations which teachers most and least preferred to be included in Mathematical Literacy, providing useful information for policy-makers and textbook authors on contextual situations to be included in learning materials.

What is mathematical literacy? To answer this question we must look at the meaning of literacy in general. In the narrowest sense, literacy refers to the ability to read, write, speak, and use language

I have read the attached article in Die Burger of 10 August 2012. The article confirms the  urgent need for the teaching of mathematical literacy. It strengthen the view that if a person can do and understand maths he or she is not necessarily mathematical literate or numerate.  

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.

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 article published online in Pythagoras, 32(1): Rasch modelling of Mathematics and Science teachers' preferences of real-life situations to be used in Mathematical Literacy.

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)

"This is a financial literacy resource, developed with the support of the FSB and SAIA, for Mathematical Literacy classrooms Grade 10, 11 and 12"

Our official outside blog for advocacy for maths literacy for parents and learners. It also house our automated maths lit links from our South African mathsliteracy teachers network and bits and pieces for learners to nibble on.

I created this page and guide to assist parents in helping their children make choices between maths and maths literacy at gr 9 level.

I created this page and guide to assist parents in helping their children make choices between maths and maths literacy at gr 9 level. It has a powerpoint presentation which can be used for parent evenings (with a cool joke...) Feel free to adapt and improve.

"12_MLit_Learn Xtra_024_Exam Questions 16 June 2012_Learner Video Learn Xtra Video In this session we take a look at Grade 12 Maths Literacy the November 2008, NSC, Paper 2. Mindset Network Copyright Notice. ( E00190719 )"

"Grade 8 - Maths Literacy - Lesson 36 - Area of rectangle and triangle - Part 2"

A discussion on if learners should take maths or maths literacy for entry into tertiary institutions

A test from Susan

Revision of the FET Mathematical Literacy curriculum: Shifts and rationales (Friday 3rd September) Are you a mathematically literate consumer? (Saturday 4th September)

With the news full of stories about people losing their savings to Ponzi (pyramid) schemes; going on strike (despite the financial consequences to themselves); playing the Lotto with the hope of instant wealth; and having their cars, homes and other possessions repossesed, we should ask the question: What is the role of Mathematical Literacy in developing financial acumen?

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