The Teacher, The Tasks: Their Role in Students ’ Mathematical Literacy

This paper reports on part of a larger study and examines the changing nature of mathematics teaching and tasks. Two Year 4 classes were compared after mathematical-modelling tasks were undertaken with and without top-level structuring. The results indicate that mathematical-modelling and top-level structuring tasks can advance mathematical literacy. Where students are guided through information organisation and mathematising through quality teaching, they can make sense of the mathematical world. Also evident was the vital role of the teacher in creating a positive learning environment through facilitating discourse and literacy development in mathematics students. Recommendations for teaching are given. Indications evidenced here warrant further investigation. The nature of mathematics teaching and classroom activities is changing in an endeavour to meet the needs of today’s students. The role of the teacher is changing from that of main instructor, teaching rules and correcting related exercises, to that of facilitator of mathematical activities that promote understanding of mathematics, mathematical thinking and reasoning abilities. In other words, educators today are aiming to provide students with expertise in mathematics, so that students will be equipped to use advance