Mathematical literacy of school leaving pupils in South Africa

S. Howie, T. Plomp

    Research output: Contribution to journalArticleAcademic

    3 Citations (Scopus)


    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.
    Original languageUndefined
    Pages (from-to)603-615
    JournalInternational journal of educational development
    Issue number6
    Publication statusPublished - 2002


    • Comparative education
    • Curriculum
    • Literacy
    • METIS-209660
    • Educational policy
    • IR-67965
    • Mathematics education

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