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This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on 'doing' mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.

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.

This article deals with an intervention unit which focused on the positive effect of integrating poems, stories and fables (the literary genre) for improving mathematical language, fostering the teaching of mathematics language, increasing satisfaction with the process and strengthening the relationship between use of daily language and mathematics language. The study was conducted amongst pre-service mathematics teachers, specialising in literacy activities designed to foster mathematics language.

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.

"In previous posts, I have summed up my position on Khan Academy as follows: Khan Academy teaches only one part of mathematics-procedures-and that isn't the most important part. Writing about mathematics, developing a disposition for mathematical thinking, demonstrating a conceptual understanding of mathematical topics are all more important than procedures. That said, procedures are still important, and Khan Academy provides one venue where students can learn them. In the end, I think every young person should have an account there. Even if only one in a thousand or ten thousand benefit, that would be a terrific outcome. "

The goal of the course is to assemble a toolkit for helping young children develop mathematically. The course is offered for credit at Arcadia University and for P2PU School of Math Future completion certificate to anyone in the world (open and free). Overarching themes: Personally meaningful and relevant mathematics achieved through projects, games, problem-posing and problem-solving. Computer-based mathematics, including interactive simulations, modeling tools, solvers, and children programming platforms. Lifelong learning for teachers, with the focus of online communities and networks for teacher support, and building your personal learning networks

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.

"although we study mathematics to solve problems, it is not always obvious that we can also use problems to teach mathematics. I illustrated how well-chosen problems can provoke a child to perform mathematical procedures without necessarily knowing the mathematical term associated with the procedure. "

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

"South Africa is significantly underperforming in education, particularly mathematics teaching and learning. Fundamental reforms are needed in the public sector. Business leaders need to incorporate an understanding of private education and other market experiments and schooling innovations in their overall perspective and priorities for intervention and reform.   Read more in a new CDE Insight, mathematics OUTCOMES IN SOUTH AFRICAN SCHOOLS: What are the facts? What should be done? "

"Conversations about mathematics education in this country pop up frequently in the media - and I have yet to come across anyone who is happy with the way things are in the learning of maths among the nation"s children. Many try to find out what goes wrong by conducting research. South Africa has about 150 researchers in mathematics education, and there are a number of special mathematics chairs of research and development at various universities. Funding foundations are generally very keen to contribute to research, especially if it is linked to development programmes and if some impact can be measured."

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.  

Maths in Work has been designed to offer glimpses of the real world of work via video clips, to help students appreciate not only the relevance of mathematics but its importance in every day life. The clips feature the people who are actually 'doing the job' and explain some of the maths processes that they are involved with on a daily basis. There is a brief synopsis of each clip which identifies the maths topics covered, and all clips end with the simple question, "What mathematics would be involved in the work you have just watched?" The teacher is free to approach the viewing in whatever way seems appropriate to his/her circumstances.

Amusements in Mathematics is a collection of mathematical puzzles and brainteasers from English author and mathematician Henry Ernest Dudeney. The book includes over 450 illustrations. To view the Standalone version, you require the installation of the small file size DNL Reader. To get the DNL Reader, click the "Get DNL Reader" button on the site. It is worth it!

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.

The module Teaching and Learning Mathematics in Diverse Classrooms is intended as a guide to teaching Mathematics for in-service teachers in primary schools, but is suitable for maths tachers accross the curriculum. It is informed by the inclusive education policy (Education White Paper 6 Special Needs Education, 2001) and supports teachers in dealing with the diversity of learners in South African classrooms.

The Plus teacher packages are designed to give teachers (and students) easy access to Plus content on a particular subject area. Most Plus articles go far beyond the explicit maths taught at school, while still being accessible to someone doing GCSE and A level maths. They put classroom maths in context by explaining the bigger picture - they explore applications in the real world, find maths in unusual places, and delve into mathematical history and philosophy. We therefore hope that our teacher packages provide an ideal resource for students working on projects and teachers wanting to offer their students a deeper insight into the world of maths.

"By the end of this section, you will have: * developed ways to use games to raise interest in mathematics; * used a range of games to help enhance mathematical understanding and number skills."

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

"Mathematics and science at school are vital to higher education, skilled jobs, and the national economy. For this reason, CDE has taken a sustained interest in the performance of the South African schooling system in these subjects. This paper summarises the results of four statistical analyses of Senior Certificate and National Senior Certificate results since 1998. Conducted by Professor Charles Simkins, they provide important new insights into the Mathematics and science performance of South African schools, and identify key policy issues arising from the research."