ABSTRACT
In this paper I wish to discuss an aspect of literacy that stresses the similarities rather than the differences between literacy, language, numeracy, and other systems of signs and cultural practices that constitute frames of reference for knowing. First I would like to explore the meaning of 'mathematics' and 'mathematical knowledge' and the place of mathematics in school education. Then I will discuss how mathematical systems of signs influence the process of knowing. Finally, I will try to consider the broader question of frames of knowledge and their relationship to cognitive development. 1
Are You Good at Maths?
