TEACHING FOR MATHEMATICAL LITERACY IN SECONDARY AND HIGH SCHOOLS IN LESOTHO: A DIDACTIC PERSPECTIVE

• Main Author: Mavugara-Shava, Fungai Munashe
• Other Authors: Prof GF du Toit
• Format: Others
• Language: en-uk
• Published: University of the Free State 2006
• Subjects: Curriculum Studies
• Online Access: http://etd.uovs.ac.za//theses/available/etd-09132006-092903/restricted/

The main purpose of this study is to inquire, from a didactical perspective, into the question of teaching mathematics for mathematical literacy in secondary and high schools in the district of Maseru, Lesotho. In the study, mathematical literacy and didactical practices relating to mathematics are viewed as related variables that directly impact upon each other. In order to appropriately place the concept of didactical practices in school mathematics education, the study engages support from literature to explore a range of related areas in mathematics education and in mathematical literacy. These areas include, amongst other factors, aspects such as: the position of mathematics in education, the role, meaning and neighbours of mathematics education, and the psychological theories and philosophies that influence trends in didactical practices related to mathematics. In the study, mathematical literacy itself is defined from different perspectives. In the light of these definitions, the study views mathematical literacy as the individualâs aggregate of mathematical skills and knowledge that empowers the individual to participate meaningfully and make well-founded mathematical judgements in a society that is imbued with technology. Didactical practices and the nature of mathematics that are purported to inculcate mathematical literacy in learners are discussed, in the study, to serve as a premise on which the teaching of mathematics, for mathematical literacy in secondary and high schools in the district of Maseru, is investigated. The investigation itself seeks to establish the current didactical practices relating to mathematics, which are employed in secondary and high schools in the district of Maseru, Lesotho, and to determine the extent to which these didactical practices correspond to and correlate with indicators of teaching mathematics for mathematical literacy. The study further examines whether the nature (content, objectives, and recommended didactical practices relating to mathematics) of the mathematics curriculum offered in the district of Maseru, concurs with that recommended in literature on teaching mathematics for mathematical literacy. In conclusion, the investigations of the study culminate in assessing which didactical practices relating to mathematics still need to be improved, embraced, or redefined. Recommendations based on the findings of the study include: the use of open-ended problem solving techniques, real-life problem investigations, and the use of projects as a didactical approach. Other recommendations are: themes across the school curriculum should be unified, real-life data should be used in statistics and probability, and mathematics problems should encompass actual, real-life problems rather than contrived problems related to real life situations.