A comparison between the contexts learners in Grades 8, 9 and 10 prefer for mathematical literacy and gender

Abstract

For many years, there have been calls for the mathematics curriculum in South African schools to be made more meaningful and relevant to young people's everyday lives. Despite efforts to address this issue, there is a widespread perception wihtin the mathematics education community that much remains to be seen. Broadly, this study focused on the contexts preferred by grade 8 , 9 and 10 learners as a domain in which to embed mathematics. The particular focus was on whether gender played a role in the preferences expressed by these learners for contexts.