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CONTEXT FOR MATHEMATICS PAPER 1 AND MATHEMATICS PAPER 2: AN ANALYSIS OF GRADE 12 MATHEMATICS PAPERS IN SOUTH AFRICA
CONTEXT FOR MATHEMATICS PAPER 1 AND MATHEMATICS PAPER 2: AN ANALYSIS OF GRADE 12 MATHEMATICS PAPERS IN SOUTH AFRICA
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CONTEXT FOR MATHEMATICS PAPER 1 AND MATHEMATICSPAPER 2: AN ANALYSIS OF GRADE 12 MATHEMATICS
PAPERS IN SOUTH AFRICA
by
JUNIC MAGIDI
submitted in accordance with the requirements
for the degree of
MASTER OF SCIENCE IN MATHEMATICS, SCIENCE AND TECHNOLOGY
EDUCATION
in
Mathematics Education
at the
UNIVERSITY OF SOUTH AFRICA
SUPERVISOR: Prof L. D Mogari
FEBRUARY 2015
,ii
,FEBRUARY 2015
45 899 916
I declare that ‘Context for Mathematics Paper 1 and Mathematics Paper 2: An
analysis of Grade 12 Mathematics Papers in South Africa’ is my own work and
that all the sources that I have used or quoted have been indicated and
acknowledged by means of complete references.
Junic Magidi
Signature -------------------------------------
Date --------------------------------------
, Context for Mathematics Paper 1 and Mathematics Paper 2: An analysis of
Grade 12 Mathematics Papers in South Africa
by J. Magidi
Degree: Master of Science in Mathematics, Science and Technology
Education.
Subject: Mathematics Education.
Supervisor: Prof L.D Mogari.
Abstract
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.
Key terms:
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;
ii
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