This article discusses project work in university mathematics education. The practice perspective is obtained as students and teachers from Aalborg University share their experiences. A theoretical framework is introduced. It includes the following key-terms: Problem-centered studies, interdisciplinarity, participant-directed studies, and the exemplarity principle. The contrasting of this theoretical conception of project work with the practice shows that the original notion of project work has been modified as a consequence of its encounter with practice. The modification can be perceived as both a success and a failure. To discuss this, different perspectives on project work in mathematics are suggested. RENUKA'S ARRIVAL TO AALBORGRenuka: I was in South Africa when, together with the official information about my visit to Aalborg University, I received a booklet 'Welcome to

Abstract

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling’s theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

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The National Curriculum Statement (NCS) for Mathematical Literacy (ML) is part of a progressive agenda for increased democracy and social justice. It claims that the new school subject Mathematical Literacy will provide learners with awareness and understanding of the role that mathematics plays in the modern world. However, the analysis developed in this paper indicates that the superficial engagement with complex applications of mathematics implied by the ML NCS is not likely to live up to its claim. In addition, we do not understand enough about the connections between mathematical, technological and reflective knowledge/knowing/competencies to know how to facilitate the awareness and understanding that is part of the vision of the ML NCS