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The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations.Mathematics EducationM. Sc. (Mathematical Education

Topics:
Horizontal and vertical mathematization, Theme, Assessment for learning, Assessment as learning;, Assessment of learning, Intended curriculum, Implemented curriculum, Attained curriculum, Theory of authentic task situations, Contextual subject, Contextual word-problems, Selective and Comprehensive mathematization, 510.71268, Mathematics -- Study and teaching (Secondary) -- South Africa – Gauteng, Problem-based learning -- South Africa, Mathematics -- Examinations, questions, etc., Mathematics -- Education -- South Africa

Year: 2015

OAI identifier:
oai:uir.unisa.ac.za:10500/19726

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