An analysis of the feasibility of incorporating production activities in school Mathematics

Abstract

I taught for fourteen years, as a secondary school mathematics teacher, at schools in disadvantaged communities in South Africa. During this period pupils' attitude towards school mathematics textbooks drew my attention, as it also affects their progress at school. Textbooks are issued yet it seems, for one or the other reason, pupils very seldomly use the books. The excuses for not using the textbook made me realise that an actual problem might lie with the presentation of the textbook content. My impression is that pupils cannot take ownership of

mathematics education, because the content of the textbook is far removed from their daily real­ life experiences.

My research is about the development of mathematics concepts yielded through production activities of carpenters and seamstresses. The research is based on realistic and ethno­ mathematics and is underpinned by the following ideas: • The starting point should be in the real world.

• Mathematics should contribute to the cultural background of the student.

• The gap between knowing mathematics and using mathematics be bridged.

• Conceptual mathematics, the extraction of the appropriate concept from a concrete situation, is the focal point. • Mathematics should not be separated from other sciences.

Lessons on quadrilaterals and symmetry were developed and a workshop was held to test the opinions of teachers and educators. This helped to improve the presentation of the lessons.