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Concepts

Classification

Recognition

Realization

Salary

F

S

S

Product

S

F

S

Interest

W

S

F

Graph

F

W

W

Ratio

W

F

W

Expand

F

W

W

Table 4.2: Mathematics teachers‟ understanding of the concepts in Economics Management Science context

Mr. M see product initially only as something to be purchased in EMS terms. His explanation of Graph is very vague and far from the mathematical understanding of the concept “Graph”, according to him it is the way or how you go about planning. He does not indicate any mathematical dept in terms of horizontal and vertical axis Y and X. He does not mention any other mathematical graphs related to parabola, coordinates or equations or trigonometry. He initially understand the meaning of the concept “interest” in the English language sense and only after clarification he explains it according to the EMS understanding, as the charges on an account . He does not make any reference of calculations or mathematical procedures in order to explain and work out the interest of numbers according to percentages or anything about

compound interest and simple interest. Interviewer: Ok, Graph? Mr. M: Is how you go about planning Interviewer: “Ratio?” Mr. M: Well, the rate at which it goes.

The explanation given is limited to one domain and not very explicit. At Ratio Mr. M brings to the fore another concept of “Rate” which takes us back to his (stuck) realistic context of reality about the learners of his school that went to America. He is very clear about the values of money and how the exchange rate works between the different currencies (Rand to Dollar) but does not explicitly use this reality to explain ratio and the division of the two quantities as it compares and how the ratio of the two quantities change daily.

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

Page 42

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