FACULTY OF EDUCATION
DEPARTMENT OF DEPARTMENT OF MATHS SCIENCE AND
TECHNOLOGY EDUCATION
STUDENT GUIDE
YEAR: 2024
MATHEMATICAL LITERACY
EDUCATION
Module Title
3SML400
Module Code
Module Credit Value
16
Year Level 4
Level of study
Notional Hours
160
7
NQF Level
Lecturer(s)
Mr M I Mthembu
Full Title of the
Programme the Module
belongs to
4
3SML400
EBDSF1
MATHEMATICAL LITERACY
EDUCATION 4 (FET)
2024
1
Date: 14 April 2024
Dear Student
Welcome to the 3SML400: MATHEMATICAL LITERACY EDUCATION
This module provides fundamental statistical knowledge as it applies to the teaching, learning,
assessment and general management in the FET Phase. Assessment knowledge as a practice
intended at improving Mathematical Literacy learning is also an important component of
content. As an additional concept, classroom research otherwise known as action research with
the hope that it will enable students to apply it to reflect on their teaching and learning and be
able to solve problems using evidence-based solutions and theory driven solutions.
This course also teaches the ideas of curriculum transformation and compares different
Mathematical Literacy curriculum policies, with a focus on South African Mathematical
Literacy curriculum policies.
Misconceptions and pre-conceptions that arise before and during learning will also be
investigated in order to develop ways for correcting misconceptions and improving learning.
Learning hurdles/barriers that may impede learning and how to overcome them will also be
discussed.
The significance of the issues raised cannot be emphasized. Students are urged to read newly
released material in addition to that available and accessible via the internet in order to solidify
their understanding.
Mr M I Mthembu
Lecturer
Dept. of MSTE
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EDUCATION 4 (FET)
2024
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Lecturer’s expectations
You are expected to attend all lectures and participate in class discussions and tasks, and to
submit all tasks timeously. You are expected to always conduct yourself with respect for your
fellow students and lecturers.
Lecturer’s contact details
(i)
Mr M I Mthembu
Office: T11-021
Tel: 035-902-6161
Email: MthembuMI@unizulu.ac.za
(KwaDlangezwa Campus)
Consultation times
Consultation times will be communicated in class. Please make an appointment
should you wish to discuss issues relating to this module.
(ii)
Tutor’s contact details
Contact
:
E-mail :
Consultation times
Days of the week
Times
Venues
Monday
0730 – 08h20
NE10
Tuesday
14h30 – 15h20
NE9
Wednesday
07h30 – 08h20
NE10
(iii)
Departmental secretary
Contact: 035 902 6714
E-mail : MkhonzaZ@unizulu.ac.za
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EDUCATION 4 (FET)
2024
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ROLES AND RESPONSIBILITIES
a)
LECTURER
Students will work together as individuals, teams/groups from the beginning of
the first term up to a point where they present his/hers/ their research projects
and finally produce an acceptable report at the end of the semester. Full
attendance of lessons is very important for this module and students will have
to interact with the lecturer from the beginning so that fruitful results are
obtained by the end of the Semester.
(b)
THE STUDENT

Students are expected to attend all lectures and be on time.

There will be a number of assessments set for the module either in a form
of class tests or written assignments such as essays and /or practical
reports. You will be expected to hand them in before or on due date.

You are expected to do your own work independently. Plagiarism is a
criminal offence. Please acknowledge sources in your work and use proper
referencing methods.

Class participation & activities

Group/Teamwork responsibilities

Participate in student evaluation of the lecturer, of the module, etc.

Engage in self-directed learning.

Identify own Learning style.
(c) STUDENT SUPPORT AVAILABLE
 Tutorials

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MATHEMATICAL LITERACY
EDUCATION 4 (FET)
2024
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TABLE OF CONTENTS
(i)
Lecturer’s contact details ......................................................................................... 3
(ii)
Tutor’s contact details............................................................................................... 3
(iii)
Departmental secretary ................................................................................. 3
ROLES AND RESPONSIBILITIES .......................................................................... 4
a) LECTURER ...................................................................................................... 4
(b)
THE STUDENT ............................................................................................. 4
(c) STUDENT SUPPORT AVAILABLE .................................................................... 4
1
LEARNING COMPONENT................................................................................... 2
1.1
Purpose of the Module................................................................................... 2
1.2
Module outcomes .......................................................................................... 2
1.3
Chapter or Learning Unit breakdown ............................................................. 2
1.4 Laboratory Work / Practical Work / Experiential Learning..... Error! Bookmark
not defined.
2
3
4
1.5
Arrangements for self-study .......................................................................... 3
1.6
Arrangements for e-learning .......................................................................... 4
ASSESSMENT COMPONENT ............................................................................ 4
2.1
Assessment Plan ........................................................................................... 4
2.2
Rules and requirements during assessment activities .................................... 4
2.3
Self-assessment activities.............................................................................. 5
2.4
Assignment and project details ...................................................................... 5
2.5
Glossary of unfamiliar terms / concepts / acronyms ....................................... 8
READINGS ........................................................................................................ 10
3.1
Prescribed Readings ................................................................................... 10
3.2
Recommended Readings ............................................................................ 10
GUIDELINES FOR STUDENTS ........................................................................ 10
ANNEXURE A .......................................................................................................... 12
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1
LEARNING COMPONENT
1.1
Purpose of the Module
To provide students with continued professional development and the reflective
competences needed to take initiative and responsibility in an academic and
professional context.
1.2
Module outcomes
On successful completion of the module, students will be able to:




Use elementary statistical information to critically reflect on teaching, learning and assessment
processes in Mathematical Literacy
Demonstrate the competence needed to use action research in Mathematical Literacy
Reflect on teaching and learning experiences in Mathematical Literacy
Critique curriculum policies in Mathematical Literacy
 Demonstrate the competence needed to link the epistemology of Mathematical
Literacy with practice.
Students will need to provide their own stationery for lecture note taking and for practical
sessions. They will require a pen, pencil, eraser, sharpener and ruler. Ideally they should have
their own laptop and an external hard drive or USB.UNIT
1.3
3
Chapter or Learning Unit breakdown
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MATHEMATICAL LITERACY
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CONTENT
1. Mathematica
l Literacy
teaching and
learning in
school

DATE OF COMPLETION
Use elementary statistical
information to critically reflect on WEEK 1 - 3
their teaching, learning and
assessment processes and address
complex problems applying
evidence-based solutions.
Test 1(Quizz)
2. Advanced
development of
pedagogical
content
knowledge



3. Classroom

research in
Mathematical 
Literacy
4. Curriculum
policies in
Mathematical
Literacy
Link the epistemology of
Mathematical Literacy with
practice.
Addressing alternative pre- and
misconceptions
Assignment
gather and process information.
validate sources of information
address complex problems applying
evidence-based solutions and theory
driven arguments.
WEEK 6-7
Critique curriculum policies
WEEK 8-10

TEST
Assignment

5. Reflection on
teaching and
learning
experiences in
Mathematical
Literacy
WEEK 4- 5 (08 July-12 July)

WEEK 11
Understanding the concept of
reflection
Looking into the different types Test 2 (sit-in)
of reflection such as selfreflection, reflection as thinking
and reflection as selfunderstanding
16th Oct-20 Oct

1.4
3
Revision and consolidation
Arrangements for self-study
Independent self-study of standard texts and references (study guides, books,
journal articles). Contributes 5 notional hours and 12.5 % of learning time.
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Assignments contributes 5 notional hours and 12.5% of learning time.
Arrangements for e-learning
E-learning as part of independent self-study of specially prepared materials
made available on Moodle (case studies, multi-media, etc.). Contributes 5
notional hours 12.5% of learning time.
1.5
2
ASSESSMENT COMPONENT
ASSESSMENT PROCEDURES




Assessment in this module will consist of Continuous Assessment (CASS) and
Summative assessment (Examination).
CASS will contribute 50% and the examination will contribute 50% to the final
mark of 100%.
Continuous Assessment (CASS) will take the form of assignments, tests and/or
practicals. Additional assessments or other forms of assessment may be
included to the advantage of the student.
Students will be timeously informed of assessment dates.
ASSESSMENT CRITERIA





2.1
In-class tests shall be written at the end of each learning unit
Two assignments shall be given
One terminal examination shall be written at the end of the year
In-class tests and assignments shall constitute 50% of the student’s final mark
The terminal examination shall contribute the other 50%
Assessment Plan
Test
Format
Learning Content
Weighting
TEST ONE
Quiz
Units 1-3
25 %
Assignment Assignment
Units 1-4
50%
TEST
TWO
Units 4-5
25%
Sit-in
100%
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2.2
and requirements during assessment activities

students will not be allowed to leave the venue while an assessment is being
conducted.

Plagiarism is a serious offence, and disciplinary action will be taken should
a student be found guilty.
2.3
Self-assessment activities

Revision questions

Reflective reports

Previous Question papers
2.4
Assignment and project details
(a)
All assignment must be typed out as follow:

Arial to be used.

Use 12 Point font,

1.5 line spacing,

Insert Page numbers.

Use the university approved assignment front page as provided in
Annexure A, this should reflect your personal information.

Make provision for a table of contents.

Reference all outside sources that you use
OR
Assessing the work performance of students in assignments will be based on
the quality of papers researched, written and presented.
It must also be
emphasized at this juncture that it is important for students to submit the
assignments in time as late submissions by students will result in some marks
being deducted, that is, 5% per day. Furthermore, it will be appropriate for
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students to know that their written assignments will be assessed on the basis
of the following.
(b)
Typing (5%)
All students are encouraged to submit typed assignments. It is unthinkable at
this stage that student can submit the work that is hand written.
(c)
Technicalities (17%)
This involves the following:

Giving appropriate topic to your assignment.

Page numbering

Correct numbering of headings

Justification or alignment- recommended is full

Spacing – recommended is 1.5.

Font size recommended is 12

Arrangement of paragraphs

Referencing System

Acknowledgment of authors in the assignment e.g. Brille (2003) asserts that
……… or Brille (2003: 17) maintains: “… ............... ”
(d)
Assignment Arrangement and Outlook (5%)

The outlook of your cover page with all the necessary information like your
personal information, topic of the assignment, correct name of the module,
lecturer offering the module, date of submission etc.
(e)
3

Assessment Table Page

Table of Contents

Text Arrangement
Originality (40%)
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In this section, a student is assessed whether he or she can be original in
terms of the following:

Formulation of the assignment topic.

Introducing the topic to be tackled

Formulation of headings and subheadings
students are further encouraged to make a sense out of any material or
information that they have received from any information source before they
commit themselves in including it in their assignment. CUT AND PASTE IS
UNACCEPTABLE unless it is acknowledged. In essence cut and paste can
subject your assignment to 0%. PLAGIARISM IS HIGHLY DISCOURAGED.
In writing assignments, students are discouraged in using the first person e.g.
“Ï” or “we”. It is recommended that one can say: ‘This paper in”; or “This
assignment is”
(f)
Coherence (20%)
A good assignment is characterized by the logical flow of thoughts from one
sentence to another and from one paragraph to another etc. In some cases
you have to show how the paragraph is related to the main topic.
(g)
Reference List/ Bibliography (17%)
At the end of an assignment, you should give a list of all the sources you have
referred to. Your reference list/bibliography must provide full and accurate
details, as it is how the reader can follow up your sources.
It is the policy of the department that any written assignment or written group
activity must have at least ten references from different sources. It is also
important that all referenced books must have been acknowledged in the body
of the assignment. Please acquaint yourselves with the correct method of
referencing. . There are two crucial rules that relates to referencing when it
comes to the Department of Maths, Science and Technology Education. The
rules as adapted from
http://www.canberra.edu.au/studyskills/writing/sources(2013) are as follows:
3
i)
At the end of an assignment, you should give a list of all the sources you
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MATHEMATICAL LITERACY
2024
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have referred to. Your reference list/bibliography must provide full and
accurate details, as it is how the reader can follow up your sources.
ii)
There is more than one way to acknowledge your sources; the commonest
systems are the footnoting system and the Author-Date system (often
known as the Harvard system). Most lecturers at the University of Canberra
now prefer the Author-Date system. But whichever system you use, you
must follow it consistently.
The Department of MATHS SCIENCE AND TECHNOLOGY EDUCATION. is
using the APA referencing system. You are requested to acquaint yourself
with this system. Some of the examples of this referencing are listed below or
can be found in your departmental handbook e.g.
2.5 Glossary of unfamiliar terms / concepts / acronyms
COURSE OUTLINE/SCHEME OF WORK/MODULE OUTLINE: Course/Module
outline/Schemes of work represent a contract between the lecturer and student
stipulating the requirements for each course: its aims, learning outcomes, course
requirements and assessment.
LEARNER/STUDY GUIDE: A learner/study guide helps in organising lecture notes
and textbook material so that students can increase their comprehension and memory
of large amounts of information. Specific outcomes on topics covered, the summary of
content, as well as revision questions are included.
TUTORIAL: A tutorial is an interactive method of transferring knowledge in the
learning process. A tutorial seeks to teach by example and supply the information to
complete a certain task.
PRACTICAL: A practical is a lesson in which theories and procedures learned are
applied to the actual making or doing of something.
FORMATIVE ASSESSMENT: The goal of formative assessment is develop and
monitor student learning to provide ongoing feedback that can be used by lecturers to
improve their teaching and by students to improve their learning.
3
SUMMATIVE ASSESSMENT: The goal of summative assessment is to evaluate
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student learning at the end of an instructional unit by comparing it against some
standard or benchmark.
GENERIC OUTCOMES: These are critical cross-field outcomes that inform all
teaching and learning as stipulated by SAQA Regulations.
Each module should enable students to:

work effectively as individuals and with others as members of a team;

organise and manage themselves and their activities responsibly and
effectively.

identify and solve problems and make decisions using critical and creative
thinking.

collect, analyse, organise and critically evaluate information.

communicate effectively using visual, symbolic and/or language skills in
various modes.

use science and technology effectively and critically showing responsibility
towards the environment and the health of others; and

demonstrate an understanding of the world as a set of related systems by
recognising that problem solving contexts do not exist in isolation.
SPECIFIC/MODULE OUTCOMES: Learning outcomes are statements of what
students will learn in a lecture. Each lecture has its specific outcomes. The
statements are focused on student learning.
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3
READINGS
3.1
Prescribed Readings and Recommended Readings

Department of Basic Education. Mathematics: Intermediate Phase
(Grades 4-6). Curriculum and Assessment Policy Statement (CAPS).

Department of Education, 2003. National Curriculum Statement Grades 46 Mathematics.

Elementary Statistics for Business and Economics by Carin Lombard,
Linda van der Merve, Tumo Kele, Sarie Mouton, Tumo Kele, Sarie
Mouton. Revised edition 2012

A Handbook of Learning Analytics Editors:
Siemens, Alyssa Wise (2017)
Charles Lang, George
MATERIALS NEEDED FOR THE MODULE
Stationery, access to computers and the internet.
4
GUIDELINES FOR STUDENTS
4.1
This Student Guide contains important information relevant to the module.
Please read through it carefully and ensure you have a thorough understanding
of what is expected of you for this module.
4.2
Only typed assignments will be accepted and these are to be submitted online
on Moodle with result of the plagiarism test from Turnitin. No hand written and
hand delivered assignments will be accepted.
4.3
Assignments submitted after the due date and time will be treated as follows:will not be marked.
4.4
The following resource are available on Moodle
Study-guide, Self-study material, Guide for practical and Assignments
4.5
Consultation bookings can be done on Moodle as follows:
Make use of the message feature to request consultation time.
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ANNEXURE A
FINAL%
FACULTY OF …
DEPARTMENT OF …
ASSIGNMENT COVER SHEET
MODULE TITLE
MODULE CODE
ASSIGNMENT TOPIC
LECTURER NAME
DUE DATE
NON - PLAGIARISM DECLARATION
I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own. I know that plagiarism not only includes verbatim copying, but also the extensive use of
another person’s ideas without proper acknowledgement (which includes the proper use of quotation marks). I
know that plagiarism covers this sort of use of material found in textual sources and from the Internet. I
acknowledge and understand that plagiarism is wrong. I understand that my research must be accurately
referenced. I have followed the rules and conventions concerning referencing, citation and the use of
quotations as set out in the Departmental Guide. This assignment is my own work, or my group’s own unique
group assignment. I acknowledge that copying someone else’s assignment, or part of it, is wrong, and that
submitting identical work to others constitutes a form of plagiarism. I have not allowed, nor will I in the future
allow, anyone to copy my work with the intention of passing it off as their own work. By signing this cover
sheet, I agree that I have read and understood the above. I acknowledge that should it be found to be higher
than the acceptable similarity percentage, I may receive 0 (ZERO) for my assignment.
STUDENT’S NAME
STUDENT NO.
SIGNATURE
LECTURER
REMARKS
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