Interplay between Contextual and Mathematical Literacy in Task Design: The Math-LIGHT Program as an Example

Roza Leikin; Masha Boriskovsky

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Chapter 5 Interplay between Contextual and Mathematical Literacy in Task Design

The Math-LIGHT Program as an Example

In: International Perspectives on Teaching and Learning for Mathematical Literacy

Authors:

Roza Leikin

Roza Leikin
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Masha Boriskovsky

Masha Boriskovsky
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Math-LIGHT team

Math-LIGHT team
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Type:: Chapter

Pages:: 95–122

DOI:: https://doi.org/10.1163/9789004710962_005

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Abstract

In this chapter we describe and exemplify principles of the design of tasks in the Math-LIGHT (Mathematical Literacy Insights for Growing Horizons Tasks) program. The Math-LIGHT program is directed at the development and support of teachers’ proficiency in navigating mathematical instruction aimed at developing students’ mathematical literacy and broadening their horizons in fields such as natural and social sciences, arts, music and sports. We draw a distinction between Mathematical Literacy and Contextual Literacy, assuming that both are essential for successful completion of modelling tasks. We describe the Stepped Structure of mathematical tasks employed in Math-LIGHT, a structure which allows their implementation with students of different levels of mathematical and contextual literacy. Additionally, the chapter presents expert teachers’ conceptions about the role of integration of mathematical and contextual literacy in the implementation of Math-LIGHT in middle school classrooms.

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International Perspectives on Teaching and Learning for Mathematical Literacy

Series: Mathematics Teaching and Learning, Volume: 6

E-Book ISBN:: 9789004710962

Publisher:: Brill

Print Publication Date:: 13 Sep 2024

Subjects
- Education
  - Mathematics Education

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Chapter 5 Interplay between Contextual and Mathematical Literacy in Task Design

The Math-LIGHT Program as an Example

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International Perspectives on Teaching and Learning for Mathematical Literacy

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