GENERACIÓN DE HERRAMIENTAS PARA EL ESTUDIO DEL PROCESO

Teacher A described Mathematical Literacy in Assignment 1 (10 April 2007) in the same way as she did in Portfolio 3 (13 March 2007), but added:

Mathematical Literacy is always applied to real and relevant situations where learners develop the ability to use numbers and relationships to do calculations and monitoring the financial aspects of personal and business issues, e.g. one can learn how Mathematical Literacy can help to start up a tourist company. It deals with the kind of mathematics that you might need to use when you leave school and get a job, e.g. one can learn how to use mathematics to control money and this is an important skill for a manager.

She referred to the NCS for Mathematical Literacy (DoE, 2003a) when she described the aim of Mathematical Literacy as the development of ‘a self-managing person, a contributing worker and a

participating citizen’. Furthermore, when asked to point out the difference between ‘school maths’ and Mathematical Literacy, Teacher A stated:

When teaching Mathematical Literacy is when you involve maths acting in the world where appropriate skills are used in different contexts. Inseparable from context, content develops from context driven by issues that are important to people in their lives and work. While teaching maths there is a disconnection from meaningful context which results in an absence of common number sense; it cannot be used in different contexts. It has a historical focus on school based knowledge where it involves simplified numbers and requires sophisticated abstract concepts.

5.1.6 Assignment 2 (11 September 2007)

In Assignment 2 (11 September 2007), Teacher A proposed the following lesson outcomes, prior knowledge linked to the lesson outcomes, and assessment tools for the lesson using the smokers’ data (Table 9):

Lesson outcomes Prior knowledge Assessment tools At the end of the lesson learners

should be able to:

Compare the rate of smoking in countries that are listed in the table Calculate percentage, ratio

Determine the mean, median, mode range

Draw and interpret frequency table Draw and interpret graphs according to given information

Learners are:

To name different types of cigarettes they know

Count the numbers in each box

Tell what they think would happen to a person who smokes a lot

To tell who smokes more between males and females, youth and adults

To tell which places in South Africa they think have more smokers

Worksheet and memorandum

Table 9 Teacher A: Lesson outcomes, etc (Assignment 2)

In Assignment 2 (11 September 2007) Teacher A suggested the following development of the lesson (Table 10) in a written task:

Lesson plan

What the teacher will do What the learners will do Introduction Show learners kinds of tobaccos i.e.

cigarettes, dagga

Explain disadvantages of smoking, its effects on peoples’ lives

After observation, tell whether smoking is good or bad and give/tell how many people in their families smoke

Body of the lesson Smoking hazards are not widely promoted as smoking in general is portrayed in advertisements or in our daily lives.

Quote from a magazine: Smokers are 70% more likely, on average, to need root canals than those who never smoked.

According to the table countries like Nauru is having the highest percentage of smokers (54, 1%) compared to other countries, China has the highest smokers of men, followed by Kenya. Haiti is having the least total percentage of smokers.

According to research of the World Health Organisation it says that tobacco is the only product that will cause death of one in every two people who uses it. The ratio will be 1:2. Albania is having men at 60, 0, women 18, 0. Then the ratio is 10:3.

Calculation of percentages

Calculation of the mean, mode and median. First rearrange the scores and then find the middle most score.

Calculation of the range. Drawing of a bar graph.

Conclusion Two pictures are shown to the learners to show the two sides to smoking: Picture 1: How to handle holiday stress

It shows two people in a fight and two onlookers to the fight. The two onlookers are smoking and seem relaxed. The teacher states:

Some people are smoking for relieving stress. Some are smoking for fun, peer pressure.

Picture 2: Quitters: Stick to it

This is a discussion on the addictive nature of smoking and the success of quitting smoking by wearing nicotine patches. The teacher says:

Smoking, if prolonged, can cause diseases such as lung cancer. If the lungs collapse individuals can die. Symptoms-lungs change colour from reddish to brownish.

The teacher concludes:

… but at the end of the day it’s not healthy for the body because of its contents. Resources Picture from magazines, calculator, table of data

As part of Assignment 2 (11 September 2007) Teacher A developed the following worksheet for the lesson (Table 11):

Worksheet Question 1

Study the following table on rate of smoking amongst adults and answer the questions.

1.1 Which 3 countries are having the highest percentage of smokers? (3) 1.2 Which 3 countries are having the lowest percentage of smokers? (3) 1.3 What do you think could be the cause of the high smoking rate? (2) 1.4 Which country has the same percentage rate of men and women smokers? (1)

1.5 Calculate the percentage male smokers in Israel. (3)

Question 2

2.1 The ratio for Sweden: men : women is 19: 19, hence 1: 1

Calculate the percentage men: woman in South Africa, Argentina and Pakistan. (3) 2.2 Complete the following table:

Number of Smokers Tally Frequency

Albania 394 Algeria 25 Guinea 51 Sweden 19 Iran 15 46 (6)

2.3 Think of two ways in which the smoking rate amongst adults can be reduced. (4) Question 3

3.1 From the data given draw a bar graph illustrating the difference in the percentage rate amongst smokers (choose any 6 countries)

(10)

3.2 Estimate the total number of women who will be smoking by 2010 in South Africa. (2) 3.3 Take one cigarette, measure the length and calculate its circumference. (4)

Question 4

4.1 Calculate the mean percentage of women who smokes from the table. (4)

Table 11 Teacher A: Worksheet (Assignment 2)

Questions 1.1, 1.2, 1.3 and 1.4 in the above worksheet (Assignment 2, 11 September 2007) correspond with questions 1, 2, 3 and 5 respectively in the activity included for Portfolio 1 (20 February 2007). Teacher A provided a memorandum for the worksheet (Assignment 2,

4

11 September 2007). The memorandum is found in Figure 3 and Figure 4 (see pages 65 and 66). It must be noted that the numbering of the questions in the worksheet does not correspond with the memorandum provided. Question 1 in the worksheet corresponds with the answer supplied in number 2 in the memorandum, etc.

Figure 4: Teacher A Memorandum p2 (Worksheet for Assignment 2)