Learners' Mathematical Proficiencies in Grade 12 Examination Questions
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Mathematical proficiency has been accepted worldwide in the mathematics education discourse for its coherence and completeness in the coverage of knowledge, skills and dispositions. Subsequently, learners need mathematical proficiency to succeed in tertiary courses such as natural sciences and engineering. Consequently, examinations such as grade 12 are high stakes and have the tendency of shaping teaching and learning. Countries such as Singapore, use strands of mathematical proficiency to drive their mathematics education curriculum. As such, Singapore is recently the best performer in syste...
Mathematical proficiency has been accepted worldwide in the mathematics education discourse for its coherence and completeness in the coverage of knowledge, skills and dispositions. Subsequently, learners need mathematical proficiency to succeed in tertiary courses such as natural sciences and engineering. Consequently, examinations such as grade 12 are high stakes and have the tendency of shaping teaching and learning. Countries such as Singapore, use strands of mathematical proficiency to drive their mathematics education curriculum. As such, Singapore is recently the best performer in systemic assessments such as TIMSS. Therefore, assessing grade 12 examinations using the strands of mathematical proficiency yields valuable data for policymakers, examiners and teachers. Furthermore, it provides valuable information, when used properly to assist in maintaining quality in mathematics education. Hence this study used strands of mathematical proficiency to assess mathematical proficiency examined by mathematics grade 12 examination questions as well as those exhibited by learners in response to such questions.
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