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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

What is Foundational Mathematical Literacy FML

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What is Foundational Mathematical Literacy (FML)?

The Foundational Mathematical Literacy is the minimum, generic mathematical literacy that will provide learners with an adequate foundation to cope with the mathematical demands of occupational training and to engage meaningfully in real life situations involving mathematics.

Foundational Mathematical Literacy will provide the foundation for further development of an individual in mathematical literacy contexts and mathematical concepts that may be specific to an occupation or trade.

Learners who have met all the requirements of Foundational Mathematical Literacy are able to solve problems in real contexts by responding to information about mathematical ideas that are presented in a variety of ways. they will be able to solve problems by defining the problem,  analysing and making sense of the information provided, planning how to solve the problem, executing their plan, interpreting and evaluating the results, and justifying the method and solution.

in solving problems, individuals will apply skills such as identifying or locating relevant information, ordering, sorting, comparing, counting, estimating, computing, measuring, modelling, interpreting and communicating. Using their mathematical literacy and understanding of numbers, they will make sense of the workplace and the world in which they live.

Foundational Mathematical Literacy consists of:

  • Number and quantity
  • Finance
  • Data and chance
  • Measurement
  • Space and shape
  • patterns and relationships

The curricula describe the learning outcomes, the scope and contexts in which these can be learned or practiced, as well as activity guidelines and illustrative exemplars for different skills and tasks. the curriculum documents do not represent actual learning programmes – teachers of the FLC will need to contextualise the learning in relation to the occupational sector or trade of specific learners.

The Foundational Mathematical Literacy carries 20 credits.