1. Case studies of teacher development on a Mathematical Literacy ACE course

3. development of ML curriculum understanding and teaching practice

4. 2007-2008

5. nineteen teachers

6. four modules

7. mathematical content presented within real-life contexts

10. 2 Communities of practice

11. Meaning, practice, community and identity

12. Elements of learning are ‘deeply interconnected and mutually defining’ (Wenger, 1998)

13. Meaning - ACE teachers’ understanding and experience of the new ML curriculum as meaningful

15. Contextual frames - Steen (2001), Skovsmose (1992)

16. Mathematical frame - Pugalee (1999)

17. ML curriculum documents - a hybrid of the contextual and mathematical orientations

19. Assessment in ML needs to reflect interplay between content and context (DoE, 2008, p7)

20. Reasoning and reflection questions imply higher-order cognitive skills (DoE, 2008, p27-28)

21. Moral literacy (Tuana, 2007, p2)

22. Ethics sensitivity

23. Ethical reasoning skills

25. Data for 2 case studies selected at late stage of data collection

26. Central data-collection tool based on contextual data on the rate of smoking amongst adults in different countries

27. First session - informally plan a lesson using data

28. 9 months later - design a lesson, worksheet, lesson presentation

29. Nine data collection instruments

30. Written ACE assessment tasks

31. Informal written tasks collected for research purposes

32. Interviews

35. Contextual questions where the mathematics is in service of the context

36. Dialectical questions

37. Mathematical questions where the context is in service of the mathematics

39. Low-level reflective questions

40. Require contextual reflection based on personal opinion or experience

42. focuses on the engagement and investigation of context without engaging with the mathematics

44. To learn the context and then to use the context to do the mathematics

45. Context and contents largely dealt with separately

46. Spectrum of agendas expanded to include reference to ethical and moral values discussion

48. Teachers need to make a coherent connection between contexts and mathematics required for solving real-life problems

49. Training with respect to:

50. Curriculum implementation

51. Lesson planning

52. Lesson presentation