Occurrences of Mathematical Modelling Competencies in the Nationally Set Examination for Mathematical Literacy in South Africa

Mathematical literacy is generally viewed as embedded in mathematical modelling and the applications of mathematics. It is therefore not unreasonable to expect that the development of mathematical modelling competencies should be accorded priority in mathematical literacy. In South Africa, mathematical literacy is examined through a nationally set examination at the end of 12 years of schooling. Schemes of marking of five consecutive examinations for mathematical literacy were analysed to ascertain the prioritisation of mathematical modelling competencies in these examinations. It was found that more than 80% of marks were awarded to mathematical calculations and that the formulation of a problem statement and the validation of a model did not appear in any of the schemes of marking. The implications of these results are discussed.