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Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek
Thesis (PhD)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613763587276800 |
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| access_status_str | Open Access |
| author | Fleischmann, Elizabeth Martha |
| author2 | Anker, Johan |
| author_browse | Anker, Johan Fleischmann, Elizabeth Martha |
| author_facet | Anker, Johan Fleischmann, Elizabeth Martha |
| author_sort | Fleischmann, Elizabeth Martha |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/134227 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:41:19.170Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/134227 Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek Fleischmann, Elizabeth Martha Anker, Johan Gierdien, Faaiz Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Thesis (PhD)--Stellenbosch University, 2025. Fleischmann, E. M. 2025. Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek. Unpublished doctoral thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/1550a26e-0d92-4244-901a-56f9dd2957fe The study with the title Disciplinary literacy in the teaching of the school subject Mathematical Literacy: An ethnographic study provides new insights into the role that disciplinary literacy plays in the school subject Mathematical Literacy. These insights have fundamental consequences for the teaching and learning of Mathematical Literacy as a school subject. To master Mathematical Literacy, a learner has to master the unique literacy demands inherent to the subject. Texts in Mathematical Literacy consist of a variety of real-life scenarios set out in texts. Within these scenarios, real-life problems have to be solved. The texts are varied, complicated and are often set in contexts that are completely unknown to learners. Therefore, it is strange that there are no guidelines for teaching disciplinary literacy in the CAPS document for Mathematical Literacy. Within the context of the proven lack of reading comprehension among South African learners as well as the importance of disciplinary literacy (including reading, writing, thinking, reasoning and speaking in the subject), it was crucial to develop original guidelines to establish the importance, development and training of disciplinary literacy. A focused ethnographic research strategy was used for the study. Thereby the individual metacognitive processes of participants (experts in Mathematical Literacy) were acknowledged. This strategy was ideal, because the researcher herself is involved in the training of teachers for the subject, and there was a focused aim with the research (in contrast to traditional ethnography). The experts in Mathematical Literacy explained, by means of a process of thinking aloud, the metacognitive process they follow when reading texts, interpreting texts and answering questions about texts. The observation, analysis and interpretation of this data were discussed with participants in a focus group discussion. Thereby opportunities were created for discussion, verification of the researcher’s observations and possible further insights that participants may have come to after the ‘thinking aloud’ discussions. Although experts in the subject could verbalise the mathematical processes and the interpretation of contextual information from text metacognitively and it was clear that they understood the texts, there was little proof of metacognitive awareness of the reading comprehension process. The absence of this awareness probably also means that they will not be able to teach these strategies explicitly. There are currently no guidelines for the integration of disciplinary literacy teaching in Mathematical Literacy. To fill this gap, the first guideline is on the policy and opinion level. Policy makers, subject advisors and teachers are already aware of the gap; therefore, the awareness and willingness to make disciplinary literacy part of curricula and class teaching is the first step that may be taken. Secondly, the unconscious disciplinary strategies used by experts to interpret texts should be made explicit in a social constructivist manner (by discussions between subject experts and experts in reading comprehension). For the use thereof in the classroom, disciplinary literacy strategies should be interwoven with conscious mathematical strategies for teaching. Thirdly, teacher training should take place. By explicit modelling and gradual practice, disciplinary literacy strategies may be utilised in an integrated manner along with other teaching strategies. While teachers start using disciplinary strategies during teaching, further development in the field of knowledge will necessarily take place, which may, as part of informal and formal forums, continuously be developed by subject experts sharing experiences and new insights with one another. Doctoral 2025-10-24T12:00:05Z 2025-10-24T12:00:05Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/134227 af Stellenbosch University 460 pages : ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Fleischmann, Elizabeth Martha Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek |
| title | Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek |
| title_full | Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek |
| title_fullStr | Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek |
| title_full_unstemmed | Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek |
| title_short | Vakgerigte geletterdheid in die onderrig van die skoolvak Wiskundige Geletterdheid in die VOO fase: ʼn Etnografiese ondersoek |
| title_sort | vakgerigte geletterdheid in die onderrig van die skoolvak wiskundige geletterdheid in die voo fase n etnografiese ondersoek |
| url | https://scholar.sun.ac.za/handle/10019.1/134227 |
| work_keys_str_mv | AT fleischmannelizabethmartha vakgerigtegeletterdheidindieonderrigvandieskoolvakwiskundigegeletterdheidindievoofaseʼnetnografieseondersoek |