Unpacking Mathematical Literacy Teachers' understanding of the concept of inflation
Bibliographic record
Abstract
This article reports on a study carried out with a group of 83 Mathematical Literacy teachers who were enrolled for an Advanced Certificate in Education programme at a South African university. The purpose of this study was to explore the Teachers' conceptions of the inflation rate. Data for the study was generated from the Teachers' responses to specific test items that formed part of their classroom assessment. The study was interpretative in nature, utilizing a document analysis of the Teachers' written responses. The analytic framework was drawn from Sfard's process-object understanding theory. The findings reveal varying levels of engagement with the concept. One quarter of the teachers were able to move easily between using the inflation rate signifier both as a process and as an object, another quarter of the teachers were able to access a process understanding of the inflation rate concept but struggled to use the inflation rate signifier as an object. Two other groups of teachers displayed fundamental problems with the process-object duality of the concept of percentage, which limited their use of the inflation rate signifier.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".