Abstract
Drawing on their experience of materials development, the authors focus attention on the importance of distinguishing between mathematics and mathematical literacy and address the issue of the role of mathematical literacy in the Curriculum Assessment Policy Statements (CAPS) as well as the need for a proper understanding of the contexts used to teach mathematical literacy.
In the CAPS curricula, mathematical literacy features as a competence to be acquired by all learners. An important change in the new curriculum for the grade 10–12 band is that all learners will have to take mathematics or mathematical literacy as a subject from grade 10 to 12. That is, for the first time all learners who leave the schooling system will have taken some mathematics up to the end of schooling in grade 12. This has meant a major and substantial intervention to reskill and upgrade teachers to be able to deliver the new mathematical literacy curriculum.
From the outset the new curriculum has had to engage challenges about what exactly mathematical literacy is and how it differs from mathematics.
Mathematical literacy is defined as an essential life skill that enables a learner to face challenges in life and further participate effectively in the economic development of society and the country. In the past most in-service teacher training in mathematics was specific to what they would be required to teach. Now in-service training needs to emphasise life skills and to develop a well-rounded knowledge of the subject mathematical literacy. Thus, in South Africa there exists a dire need for effective in-service training and professional development of mathematical literacy teachers in order to empower them. Without this background, teachers may be able to handle isolated mathematical knowledge and skill, but will not be able to develop an in-depth understanding of the subject mathematical literacy hat goes beyond what they will be expected to teach. The effective mathematical literacy teacher of the 21st century must have a ready grasp of both basic and advanced mathematical concepts to be able to teach a functional understanding of mathematical literacy and to avoid an attitude of confusion toward mathematical literacy .
The purpose of this study is to develop a participatory strategy for in-service training of teachers in respect of the role and functions of actors at macro-, meso- and microlevel.
The Department of Basic Education has made concerted efforts to provide in-service training for mathematical literacy teachers in the Further Education and Training Phase. The content of this in-service training intervention is not being realised in the classroom, due to the following factors: the Department of Basic Education's responsibility regarding the in-service training ends with the training intervention itself; key elements such as attitude change are not addressed; facilitators are randomly appointed who do not possess the necessary facilitation skills.
Facing immense changes in technology and education, how do teachers in mathematical literacy adapt to the changes as a whole in education? This is still a big issue facing us today. In-service training of the current teachers in order to upgrade their skills is one of the most important tasks. Teaching mathematical literacy requires great sensitivity and perceptiveness. Teachers need to be proactive by taking the initiative to show the learners new perspectives they did not imagine before, and they need to be receptive in order to adjust their techniques to make them the most suitable for the specific needs of learners.
Today's mathematical literacy teachers are experiencing major changes not only in the mathematics content they teach, but also in the way they teach. Nearly all of these teachers came through school when mathematics consisted of a collection of facts and skills to be memorised or mastered by a relatively homogeneous group of students taught using a lecture approach. Now teachers are called on to teach new, more challenging mathematical literacy to a very diverse audience using active learning approaches designed to develop understanding. Teachers need the commitment and support of educational leaders as they adopt new curriculum materials and new methods of teaching. This article focuses on the last of these and describes the role of the facilitator to train teachers so that the losses in transmission inherent in the cascade model are avoided.
There are no ongoing in-service training measures in place to further enhance the better quality of training offered in the adult literacy division. The facilitators require training like education in curriculum and in adult literacy. The question arising is: Could improved impact in the classroom be achieved if (i) the in-service training facilitators received appropriate training, and (ii) changing of attitudes, the treatment of the full subject content and the principles of learning structures and co-operative learning were incorporated into the in-service training?
In in-service training, teaching is an integral facet. Bloom's taxonomy provides a framework for in-service training planning. Bloom’s taxonomy for learning in the training situation in the behaviour (behavioural) domain developed three types of learning: a cognitive domain, representing knowledge, an affective domain, affecting the attitude development of attendees, and a psychomotor domain, which involves the acquisition of skills.
By including the principles of learning theories in in-service training it can help to promote a positive attitude and learning experience.
To achieve this goal an in-service-training model is designed to address the in-service- training intervention for mathematical literacy. Mathematics teaches children to understand the world in terms of numbers and shapes; they learn to reason and to connect ideas with one another and learn logical thinking and to see things in proportion. However, if one looks at the history of mathematics in the South African society, one see that mathematics is not an activity that many people participate in. Consequently, mathematical literacy was incorporated into the South African mathematics curriculum. Mathematical literacy will ensure that learners acquire knowledge and skills and apply them in ways that are meaningful to their lives. Here, the curriculum promotes the idea of knowledge in local contexts, while being sensitive regarding global requirements.
At this point it may be important to remind ourselves that if mathematical literacy is elevated to become the indispensable subject it is meant to be we should directly address the quality of in-service training that the mathematical literacy teachers undergo. The question that arises is what components should be included in a mathematical literacy in-service-training programme to accommodate the diverse interpretations of concepts such as workplace, life skills, cultural heritage and science and technology.
The authors provide perspectives about the skills a facilitator should have in order to establish a successful in-service-training intervention for mathematical literacy. Facilitators must be aware of the learning principles of how adults learn and apply it to bring a positive attitude during training. The crucial role that attitude plays in the intervention is emphasised and problems are identified and recommendations are proposed. A perspective about the skills a facilitator should have and adult participants' physical learning preferences to create a successful training intervention for mathematical literacy is provided. Examples of the physical learning preferences brain dominance and kinaesthetic, auditory and visual learning preferences are discussed. The in-service-training model may contribute to a more successful intervention.
This study does not seek to provide closure; rather, it opens up further issues which will need to be investigated before the teaching of mathematical literacy can be said to have achieved its goals.
Key words: attitude of adult course attendee; cooperative learning; curriculum; evaluation; facilitation skills; facilitator; group dynamics; in-service training intervention; in-service training model; learning structures; mathematical literacy; teachers
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