CHAPTER 2: LITERATURE REVIEW
2.3 Contextualising mathematical literacy
Turner (2012) noted that the use of the term mathematical literacy appears to be newer, but dates back to at least the late 1970s. The original definition given by the Programme for International Student Association (PISA) is that mathematical literacy refers to an individual’s capacity to identify and understand the role mathematics plays in the world, to make well founded
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mathematical judgments and to engage in mathematics in ways that meet the need of that individual’s current and future life. Blake (2015, p.21) outlines the following areas that a child ought to possess to have mathematical literacy:
• Mathematical thinking and reasoning: Being able to ask and answer math-related questions;
• Mathematical argument: Understand proofs, chains of arguments, heuristics and creating and expressing mathematical arguments;
• Mathematical communication: The ability to understand and express mathematical knowledge;
• Modelling: Translate mathematical concepts into physical forms and reflect upon, analyse and critique models;
• Problem posing and solving: The ability to create and solve mathematical problems;
• Representation: Decoding, encoding, interpreting, distinguishing between and translating different mathematical concepts;
• Symbols: Understand and use mathematical language;
• Tools and technology: The ability to use math-related tools and technology.
In the context of young learners in Zimbabwe, mathematical literacy may refer to the ability of young learners to use critical thinking skills in the application of acquired mathematical concepts.
Mathematically literate young learners should critically engage their acquired mathematical knowledge to everyday use or solve real problems. In showcasing mathematical literacy, young learners are expected to make use of stimulating mathematical learning resources including technological ones. Young learners ought to be equipped with mathematical skills that they will make use of in their future to understand the world.
There is tension between the intended meanings of words in which people commonly use. For example, the word numeracy in Australia is commonly used but also with different meanings in different places. Other countries have already worked in the area of mathematical literacy. In Japan, about seventy scientists and educators took part in a study conducted from 2005 to 2006 to examine the current states of scientific, mathematical and technological literacy (Nagasaki, 2012).
Drawing from Nagasaki’s standpoint other countries such as the USA, Canada, England and China joined the study to establish the significance and necessity of literacy as well as organisational
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systems for developing mathematical literacy. However, the work done in other countries concerning mathematical literacy does not display work done in teaching critical thinking skills to improve mathematical literacy with young learners and cannot be generalised to the Zimbabwean situation. There is therefore a need to explore the teaching of critical thinking skills in the Zimbabwean context so as to improve mathematical literacy in young learners thereafter.
Botha (2012) maintains that South Africa is the first country in the world to have mathematical literacy (ML) as a school subject. The subject was introduced in 2006 as an alternative to mathematics in the Further Education Training band (FET). Basing on Botha’s viewpoint, the purpose of this subject is not only to provide learners with an awareness and understanding of the role that mathematics plays in the modern world, but also with the opportunity to engage in real- life problems in different contexts. Even though mathematical literacy is not taken as a subject in Zimbabwe, there is a need to explore critical thinking skills of young learners because mathematical literacy is likely to be enhanced by giving learners opportunity to think critically in solving real-life contextual problems(Larson,2013).
A study research conducted in Indonesia by Padmavathy and Mareesh (2013) established that mathematical literacy is driven by life-related applications of mathematics and enables learners to develop the ability to think numerically, in addition to critically analyse everyday situations and solve problems. Learners ought to apply mathematical knowledge to their daily lives for them to properly function in the modern world because mathematics is important in every person’s life as it aids problem-solving. The researcher presupposes that critical thinking skills enhance mathematical literacy which also contributes to the learner’s ability to function effectively in society. Garfunkel (2013) believes that mathematical literacy is important because it enables learners to solve real-life problems related to mathematical concepts. Furthermore, Tai, Leou and Hung (2014) are of the view that mathematical literacy is the ability of learners to apply mathematics in various contexts, including the ability to reason mathematically. Without mathematical literacy, learners may not be able to apply the mathematics they learn at school into real-life situations.
According to Botha (2012), a study of the Education Department of Queensland provided an insight into the role numeracy plays in the education system of Australia. Botha (2012) further
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emphasises that there are numerous documents and guidelines available to teachers on how to develop numeracy skills of learners in mathematics classrooms in Australia. This background shows that some countries have gone a long way in enhancing quality in mathematics education.
In this study, the researcher sought to explore the teaching of critical thinking skills to improve mathematical literacy of young learners in a bid to establish the extent to which the Zimbabwean teachers teach critical thinking skills during mathematics lessons. Clark (2012) admits that mathematical literacy enables learners to think numerically and spatially in order to interpret and critically analyse everyday situations and to solve problems. Terry (2010) believes that there is a growing community of educators and researchers who have taken responsibility for re-shaping how we understand mathematical literacy, but it is also true that literacy instruction does not need to occur in a social, cultural and political vacuum. Based on the social constructivist epistemology, mathematical literacy always operates within a context (Vygotsky, 1978). The researcher, therefore, maintains that these entire findings and academic debates have to be verified through exploring the teaching of critical thinking skills to improve mathematical literacy in learners in the 3-8-year age range.