Midlands State University Library

Learners' approaches to solving mathematical tasks: (Record no. 156857)

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
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Serial Enumeration / chronology Total Checkouts Full call number Date last seen Copy number Price effective from Koha item type Public note
    Library of Congress Classification     Main Library Main Library - Special Collections 03/03/2017 Vol.13, No.3 and 4   L81.A33 AFR 30/04/2021 SP26140 30/04/2021 Journal Article For in-house use only