Analysing and understanding teacher development on a mathematical literacy ACE course

Abstract

Mathematical literacy is a new subject area which developed largely because of the concerns with respect to the low numerical literacy levels of adults. In 2006, Mathematical Literacy was introduced as an optional school subject in South Africa in the Further Education and Training band (Grades 10- 12). This study focuses on Mathematical Literacy in-service training teacher development set in a large urban institution. The main aim of the study was to reflect on the development of meaning and understanding with respect to Mathematical Literacy curriculum interpretation and the Mathematical Literacy teaching practices of two teachers within an Advanced Certificate in Education (ACE) Mathematical Literacy course. The data collected over time included ACE Mathematical Literacy course tasks and videotaped observations of the teaching of Mathematical Literacy of the selected teachers related to the use of a task based on data on gender-related smoking proportions across a range of countries. The study examined the relationship between context and mathematical content when Mathematical Literacy was discussed and when classroom practice was planned and presented. A spectrum of Mathematical Literacy teaching agendas, types and cognitive levels of questions used in classroom assessment tasks and ethical and moral class discussions were analysed. The study revealed that the two teachers interpreted the Mathematical Literacy curriculum in different ways and their teaching practice resulted in a range of teaching practices with emphasis on either reallife contexts or mathematics. The study showed limited, but visible shifts in understanding with respect to meaning and practice. The key findings included the development of a range of questions for Mathematical Literacy assessment tasks, reference to the cognitive level of questions, including low-level reflective questions, the emergence of a moral value-based dimension in Mathematical Literacy teaching practice and an adaptation to the spectrum of Mathematical Literacy teaching agendas as developed by Graven and Venkat (2007).