Mathematical literacy as a school subject: Mathematical gaze or livelihood gaze?

Abstract

As the first country in the world, South Africa is introducing Mathematical Literacy as a school subject. The South African National Curriculum Statement (NCS) for Mathematical Literacy is part of a progressive agenda for transformation towards increased democracy and social justice. I claim, however, that the outcomes—in this outcomes based curriculum—and the assessment criteria are not consistent with this goal. In the paper, I use concepts developed by Paul Dowling to argue in particular two points.

Firstly, the NCS assumes simple transfer, which has been challenged by substantial bodies of research. In addition, it refutes learners' agency in determining similarities between activities or practices.

Secondly, the curriculum is saturated by the myth of mathematics' utility to everyday practices, while the curriculum is largely organised around mathematics—mathematics which is often not of utility in everyday practices. Yet many of the contexts invoked are too simple to get insights into complex phenomena or to handle complex problems. Thus, I argue, the curriculum continues to value theoretical over practical knowledge. As an implication, the curriculum does not teach what it sets out to do; it ends in a no-mans-land between mathematics and life-related content. In addition, it renders invisible to the learners the organising principles of the content, and thus is dis-empowering. In that respect, the curriculum is likely to contribute to the reproduction of social inequalities.

This has consequences. The contradictions inherent in the NCS are likely to create problems with the personal identities, knowledge and competencies of both mathematics teachers and retraining teachers attracted to Mathematical Literacy.