{"title":"There is Nothing \u201cBASIC\u201d about Numeracy in Higher Education - A Case Study from an Accounting Programme","authors":"S. Rathilal","volume":98,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":538,"pagesEnd":545,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10000577","abstract":"
Numeracy, like Literacy is considered to be a core
\r\nvalue of modern societies. Most higher education institutions in
\r\nSouth Africa include being numerate as an important graduate
\r\nattribute. It is argued that a suitability numerate society contributes to
\r\nsocial justice, empowerment, financial and environmental
\r\nsustainability and a lack of numeracy practices can contribute to
\r\ndisempowerment.
\r\nNumeracy is commonly misconstrued as a basic and simple
\r\npractice, similar in nature to basic arithmetic. This study highlights
\r\nthe complexities of higher education numeracy practices by analyzing
\r\na programme in a higher education institution in South Africa using
\r\nthe New Literacies Studies perspective.<\/p>\r\n","references":"[1] Tariq, V (2004). Numeracy, Mathematical Literacy and the life sciences.\r\nMSOR Connections 4(2), 25-30.\r\n[2] Hoyles, C., Wolf, A., Molyneux-Hodgson, S., & Kent, P. (2002).\r\nMathematical skills in the workplace. Final report to the Science,\r\nTechnology and mathematics council, London: Institute of Education,\r\nUniversity of London.\r\n[3] Kemp, M. (1995). Numeracy across the tertiary curriculum. In R.P.\r\nHunting, et al (Eds.), International Commission on Mathematics\r\nInstruction Conference on Regional Collaborations (pp. 375-382).\r\nMelbourne Monash University.\r\n[4] Gee, J. (1991). Social linguistics and literacies: ideology in discourse.\r\nLondon: Falmer Press.\r\n[5] Street, B. (1996). \u2018Preface\u2019 to Prinsloo, M. and Breier, M. (Eds.) The\r\nsocial uses of literacy. Amsterdam: Sached.\r\n[6] Prince, R., & Archer, A. (2008). A New Literacy Studies approach to\r\nacademic numeracy practices in higher education, Literacy and\r\nNumeracy studies16(1), 63-75..\r\n[7] Street, B. (2003). What\u2019s \u2018New\u2019 in New Literacy Studies? Critical\r\napproaches to literacy in theory and practice. Current Issues in\r\nComparative Education 5(2), 77-91.\r\n[8] Schoeneld, A.H. (2002). Making Mathematics work for all children:\r\nIssues of standards, testing, and equity. Educational Researcher, 31(1),\r\n13-25\r\n[9] Weist, L.R., Higgins, H.J., Frost, J.H. (2007) Quantitative Literacy for\r\nSocial Justice. Equity and Excellence in Education\r\n[10] Vithal, R. (2012). Mathematics education, democracy and development:\r\nExploring the connections, Pythagoras, 33(2), retrieved November 30,\r\n2012 from http:\/\/dx.doi.org\/10.41202\/pythagorasv33,2.200\r\n[11] Ernest, P. (2000). Why teach mathematics? Why learn\r\nmathematics,London: London University Institute of Education.\r\n[12] Aguilar, M.S., Zavaleta, J.G.M. (2012). On the Links between\r\nmathematics education and democracy: A literature review. Pythagoras,\r\n33(2)\r\n[13] Taylor, C.H. (2012). Quantitative Reasoning and Sustainability.\r\nNumeracy 5(2), Art 5.\r\n[14] Jones, A. (2010).Generic Attributes in Accounting: The significance of\r\nthe discipline context. Accounting Education: An International Journal,\r\n19 (1-2), 5-21.\r\n[15] Yeld, N. (2009). Briefing the National Benchmark Tests Project:\r\nAddressing Student Educational needs in the tertiary education system.\r\nRetrieved February 28, 2011 from\r\nhttp:\/\/www.ijr.org.za\/publications\/pdfs\/IJR_TA_chapter3.pdf.\r\n[16] Frith, V., & Prince, R. (2009). A framework for understanding the\r\nquantitative literacy demands of higher education. SAJHE23(1), Unisa\r\nPress, 83-97.\r\n[17] Krathwohl, D. R. (2002). A revision of Bloom\u2019s taxonomy: An\r\nOverview. Theory into Practice 41(4). 212-264\r\n[18] Graham, A., Hampton, M., & Willet, C.(2010). What not to write: An\r\nintervention in written communication skills for accounting students.\r\nInternational Journal of Management Education, 8(2), 67-74\r\n[19] Fairclough, N. (1989). Language and power.London: Longman\r\n[20] De Corte, E. (1999). On the road to transfer: New perspectives on an\r\nenduring issue in educational research and practice International Journal\r\nof Educational Research. (Special issue) 31(7), 555-654.\r\n[21] Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory,\r\nResearch, Critique. London: Taylor & Francis","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 98, 2015"}