MARC details
| 000 -LEADER |
|---|
| fixed length control field |
01872nam a22002777a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20210430101418.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
210430b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
18146627 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
L81.A33 AFR |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Machaba, France |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Learners' approaches to solving mathematical tasks: |
| Remainder of title |
does specialisation matter? / |
| Statement of responsibility, etc. |
created by France Machaba |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria |
| Name of producer, publisher, distributor, manufacturer |
UNISA and Routlege |
| Date of production, publication, distribution, manufacture, or copyright notice |
2016 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africa Education Review |
| Volume/sequential designation |
Volume 13 , number 3 and 4 , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This article emerged from an analysis of learners’ responses to a task presented to learners studying Mathematics and Mathematical Literacy (ML) in Gauteng, South Africa. Officially, Mathematics and ML are two separate learning areas. Learners from Grade 10 onwards are supposed to take either one or the other, but not both. This means that by Grade 11, learners would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. The article demonstrates that this possibility may not necessarily happen. Grade 11 learners from both learning areas appeared to have acquired sufficient knowledge and skills and were able to solve similar Mathematics tasks in similar ways, with similar adequacy. We argue that, contrary to common perceptions in the field of Mathematics education (particularly in South Africa), engaging in ML does not and should not make one less mathematically advanced than engagement in pure Mathematics |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematical Literacy |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Learners’ strategies |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Mwakapenda, Willy |
| Relator term |
author |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2016.1224559 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |