000			01872nam a22002777a 4500
003			ZW-GwMSU
005			20210430101418.0
008			210430b ||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
050			_aL81.A33 AFR
100	1		_aMachaba, France _eauthor
245	1	0	_aLearners' approaches to solving mathematical tasks: _bdoes specialisation matter? / _ccreated by France Machaba
264			_aPretoria _bUNISA and Routlege _c2016
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 13 , number 3 and 4 ,
520			_aThis 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		_aMathematics
650	4		_aMathematical Literacy
650	4		_aLearners’ strategies
700			_aMwakapenda, Willy _eauthor
856			_uhttps://doi.org/10.1080/18146627.2016.1224559
942			_2lcc _cJA
999			_c156857 _d156857