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Mathematical literacy of school leaving pupils in South Africa
ARTICLE

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International Journal of Educational Development Volume 22, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper discusses some results of South African (SA) grade 12 pupils on an international test of mathematical literacy, administered in the framework of the Third International Mathematics and Science Study (TIMSS) under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). Three questions are addressed: (1) What are the strengths and weaknesses of SA school-leavers in mathematical reasoning and social utility from an international comparative perspective?: (2) What is the growth of SA pupils' mathematical literacy from grade 8 to 12? (3) What are the background variables that influence the level of mathematical literacy of SA school-leavers? Finally some implications of the results for SA education will be discussed.

Citation

Howie, S. & Plomp, T. Mathematical literacy of school leaving pupils in South Africa. International Journal of Educational Development, 22(6), 603-615. Elsevier Ltd. Retrieved March 23, 2019 from .

This record was imported from International Journal of Educational Development on February 20, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(01)00030-X

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