PURPOSE OF THE UNIT STANDARD
This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in:
- a confident, insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
- An understanding of mathematical applications that provides insight into the learner`s present and future occupational experiences and so develop into a contributing worker
- The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen
- People credited with this Unit Standard are able to:
- Pose questions, collect and organise data.
- Represent and interpret data using various techniques to investigate real life and work problems.
- Use random events to explore and apply probability concepts in simple life and work related situations.
- LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
- The credit value is based on the assumption that people starting to learn towards this unit standard are competent in Mathematics and Communications at NQF level 2.
UNIT STANDARD RANGE
This unit standard includes the requirement to:
- Identify issues suited to resolution by statistical methods
- Select a suitable sample
- Collect and generate data through the use of questionnaires and suitable experiments
- Calculate statistics and probability values through the use of calculators
- Represent data in the form of tables, charts and graphs
- Use statistics and representations of data to argue a resolution of an issue
- Interpret statistics, the use of probabilities, and representations of data
- Determine probability values
- Work with probability in practical situations
- Use available technology (i.e. whatever is available for working
- with data e. g. pencil and ruler, including spreadsheets, graphical calculators) to fit appropriate curves (e.g., linear, quadratic) to data
- More detailed range statements are provided for specific outcomes and assessment criteria as needed.