CHAPTER TWO: REVIEW OF LITERATURE
CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.2 VALUE OF MATHEMATICAL LITERACY TO ECD PRACTITIONERS
4.2.1 Introduction
Pandor, Minister of Education in South Africa (2004), argues that mathematics has for a very long time been a preserve of a select few, and that many generations of South Africans have been denied access to mathematics because of apartheid and because of the myth that some are born either with or without an ability to study mathematics. It is upon this premise that mathematical literacy has been made compulsory at an FET level. It is a right that belongs to all citizens so that they can participate fully in democracy, in what society has to offer. It therefore embraces the principles of democracy, human rights, equity and social justice.
Pandor (2004) argues very strongly for the need for numeracy,' we neglect numeracy at our peril, real numeracy problems are not being able to understand the dial on your stove when you have a family to feed, or tell the time when you have a job interview... numeracy is essential in the choices our people need to make in a democracy. How can you understand inflation, national debt, national budgets without the ability to computate?' The latter sets the basis to address the first critical question on the views of ECO practitioners and trainers on the value of mathematical literacy to practitioners. Various key themes emerged from the data and are captured in terms of the value of mathematical literacy at a personal, professional and societallevel.
Before examing the value in the three contexts described above, I thought it will be useful to address the meanings practitioners constructed of mathematical literacy vs mathematics.
4.2.2 Mathematical literacy vs mathematics
Mathematical literacy in the literature study revealed that there is a difference between both subjects. Mathematics has always existed as an academic discipline in various societies.
However, there exists neither a universally accepted definition of numeracy nor an agreement about its relationship to mathematics argues (Gal &Schmitt, 1994; Curry, Schmitt &Waldron, 1996, cited in Tout & Schmitt, 2000). The authors suggest further that numeracy which is comparable to mathematical literacy has only recently being added to the vernacular in United States. In South Africa, mathematical literacy was introduced as subject matter in its own right and made compulsory for an FET Certificate. Mathematical literacy, it is argued, is crucial for all citizens to function effectively at all levels in their lives. Tout& Schmitt (2000) conclude that most people today need a range of mathematical skills ... and it is much more than being able to add, multiply, subtract and divide with numbers ... it is applicable to real life.
There appeared to be some level of difficulty experienced by practitioners in explaining the differences between mathematics and mathematical literacy as revealed by the following statements obtained in the practitioners written input which was part of the ice breaker used prior to the focus group interview:
Mathematical literacy was defined by four practitioners as
is to understand about maths
it is to understand language of use in children literacy it is knowing about maths
it is where you understand the language of numbers
The above responses indicate the practitioners immediate link of mathematical literacy with mathematics. One practitioner related it to the concept of 'literacy', revealing apparent confusion of the term literacy.
On the other hand, six practitioners demonstrated some understanding relating to mathematical literacy and its application.
It will help the EGO practitioners to manage the administration control in the EGO site. It will help us to do our budget, for the EGO site. It will help us in measurements and calculations. Mathematics literacy is needed to introduce to the practitioners.
my understanding about mathematical literacy is that it is the subject dealing with numbers. As we are living things, surrounding our environment is basically on mathematical literacy, counting, adding, dividing and multiplying is part ofour lives on daily basis.
mathematical literacy, it is when you use figures or numbers anywhere in your house/home and at school or EGO sites.
Two practitioners found difficulty in expressing their thoughts
Onmyopinion mathematics is bit confusing. Firstly you have to understand what it means. Once you get the meaning you know what it is
Mathematical literacy is ...
The facilitator defined mathematical literacy as
dealing with application to life, thinking and logic e.g. measuring a ECO site or developinga budget
Mathematics, on the other hand, was defined by the 8 practitioners as:
mathematics it is where you just do what you are given and give out answers countingx2
refers to science ofnumbers-right angle = 90
is when you apply numbers, measuring things, when you use figures
is understanding language ofuse in mathematics to count, multiply and adding it is giving knowledge ofcounting the things like inmyfamily when Iamgoing to buy
The issue of numbers, counting and calculation was linked to mathematics. The last response linked to some understanding and contextualization of mathematical literacy. This appears to be in keeping with the more formal approach view generally held by people when the word 'maths' is used.
Two practitioners did not respond.
The facilitator defined mathematics as:
it's about formulas, calculus, theorems, rules
The responses from the practitioners revealed that at the end of the training programme, practitioners were not in a position to explain the official meaning of mathematical literacy and mathematics clearly as well as the basic differences between them. What emerged was common sense perception related to personal experiences of the concepts, which includes to a small degree practical application at the workplace. In this context, practitioner's responses can be viewed in the light that mathematical literacy is a fairly new concept in South Africa. The more commonly word used was numeracy. The confusion between mathematics and mathematical literacy seems to suggest that advocacy may be needed given that mathematical literacy is a new area, and forms part of the compulsory component of the FET Certificate (SAQA, 2001 a).