Mathematical literacy of school leaving pupils in South Africa

S. Howie; T. Plomp

doi:10.1016/S0738-0593(01)00030-X

Mathematical literacy of school leaving pupils in South Africa

S. Howie, T. Plomp

Research output: Contribution to journal › Article › Academic

5 Citations (Scopus)

15 Downloads (Pure)

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.

Original language	Undefined
Pages (from-to)	603-615
Journal	International journal of educational development
Volume	22
Issue number	6
DOIs	https://doi.org/10.1016/S0738-0593(01)00030-X
Publication status	Published - 2002

Keywords

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/S0738-0593(01)00030-X

Cite this

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AB - 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.

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