There is Nothing “BASIC” about Numeracy in Higher Education - A Case Study from an Accounting Programme

Authors: S. Rathilal

Abstract:

Numeracy, like Literacy is considered to be a core value of modern societies. Most higher education institutions in South Africa include being numerate as an important graduate attribute. It is argued that a suitability numerate society contributes to social justice, empowerment, financial and environmental sustainability and a lack of numeracy practices can contribute to disempowerment. Numeracy is commonly misconstrued as a basic and simple practice, similar in nature to basic arithmetic. This study highlights the complexities of higher education numeracy practices by analyzing a programme in a higher education institution in South Africa using the New Literacies Studies perspective.

Keywords: Higher Education, New Literacy Studies, Numeracy Practices.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1099378

References:

[1] Tariq, V (2004). Numeracy, Mathematical Literacy and the life sciences. MSOR Connections 4(2), 25-30.
[2] Hoyles, C., Wolf, A., Molyneux-Hodgson, S., & Kent, P. (2002). Mathematical skills in the workplace. Final report to the Science, Technology and mathematics council, London: Institute of Education, University of London.
[3] Kemp, M. (1995). Numeracy across the tertiary curriculum. In R.P. Hunting, et al (Eds.), International Commission on Mathematics Instruction Conference on Regional Collaborations (pp. 375-382). Melbourne Monash University.
[4] Gee, J. (1991). Social linguistics and literacies: ideology in discourse. London: Falmer Press.
[5] Street, B. (1996). ‘Preface’ to Prinsloo, M. and Breier, M. (Eds.) The social uses of literacy. Amsterdam: Sached.
[6] Prince, R., & Archer, A. (2008). A New Literacy Studies approach to academic numeracy practices in higher education, Literacy and Numeracy studies16(1), 63-75..
[7] Street, B. (2003). What’s ‘New’ in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education 5(2), 77-91.
[8] Schoeneld, A.H. (2002). Making Mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher, 31(1), 13-25
[9] Weist, L.R., Higgins, H.J., Frost, J.H. (2007) Quantitative Literacy for Social Justice. Equity and Excellence in Education
[10] Vithal, R. (2012). Mathematics education, democracy and development: Exploring the connections, Pythagoras, 33(2), retrieved November 30, 2012 from http://dx.doi.org/10.41202/pythagorasv33,2.200
[11] Ernest, P. (2000). Why teach mathematics? Why learn mathematics,London: London University Institute of Education.
[12] Aguilar, M.S., Zavaleta, J.G.M. (2012). On the Links between mathematics education and democracy: A literature review. Pythagoras, 33(2)
[13] Taylor, C.H. (2012). Quantitative Reasoning and Sustainability. Numeracy 5(2), Art 5.
[14] Jones, A. (2010).Generic Attributes in Accounting: The significance of the discipline context. Accounting Education: An International Journal, 19 (1-2), 5-21.
[15] Yeld, N. (2009). Briefing the National Benchmark Tests Project: Addressing Student Educational needs in the tertiary education system. Retrieved February 28, 2011 from http://www.ijr.org.za/publications/pdfs/IJR_TA_chapter3.pdf.
[16] Frith, V., & Prince, R. (2009). A framework for understanding the quantitative literacy demands of higher education. SAJHE23(1), Unisa Press, 83-97.
[17] Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An Overview. Theory into Practice 41(4). 212-264
[18] Graham, A., Hampton, M., & Willet, C.(2010). What not to write: An intervention in written communication skills for accounting students. International Journal of Management Education, 8(2), 67-74
[19] Fairclough, N. (1989). Language and power.London: Longman
[20] De Corte, E. (1999). On the road to transfer: New perspectives on an enduring issue in educational research and practice International Journal of Educational Research. (Special issue) 31(7), 555-654.
[21] Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, Research, Critique. London: Taylor & Francis