TIMSS 2015 Grade 5 national report: understanding mathematics achievement amongst Grade 5 learners in South Africa: nurturing green shoots
OUTPUT TYPE: Monograph (Book)
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): K.Isdale, V.Reddy, A.Juan, F.Arends
KEYWORDS: ACHIEVEMENT, GRADE 5, GRADE 5, TIMSS, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Web link: https://www.hsrcpress.ac.za/books/timms-2015-grade-5-national-report
Print: HSRC Library: shelf number 10271
HANDLE: 20.500.11910/11847
URI: http://hdl.handle.net/20.500.11910/11847
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): K.Isdale, V.Reddy, A.Juan, F.Arends
KEYWORDS: ACHIEVEMENT, GRADE 5, GRADE 5, TIMSS, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Web link: https://www.hsrcpress.ac.za/books/timms-2015-grade-5-national-report
Print: HSRC Library: shelf number 10271
HANDLE: 20.500.11910/11847
URI: http://hdl.handle.net/20.500.11910/11847
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
South African learners perform poorly by both local and international standards. Progress over the last twenty years has been steady, but slow, yet in 2015, when compared to other countries, only a third of Grade 9 learners in South Africa meet the minimum competency level in international assessments of mathematics and science, with just 1 per cent reaching the advanced level. Across the country mathematics achievement is both highly unequal and socially graded. But what is the current state of the education system in the early grades? Against a policy landscape which increasingly places Early Childhood Development (ECD) at the heart of educational reform and strategies to reduce the impact of poverty and redress inequalities inherited under apartheid, this report provides baseline information regarding mathematics achievement at the Grade 5 level and is a new indicator of the health of our educational system. Our aim is to provide the first, nationally representative, internationally comparative compendium of data on Grade 5 learners in South Africa. We take a broad look at a range of influences on achievement, including individual characteristics, family background and household resources, as well as a detailed look at schooling environments, and seek to unpack the nature of pervasive educational inequalities further, and earlier in the schooling system, than previous analysis has been able to. The findings highlight the importance of early achievement and the need to understand the multiple layers of influence on educational pathways, with the conclusions and recommendations highlighting an unequal, yet treatable system.-
Related Research Outputs:
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- Early learning experiences, school entry skills and later mathematics achievement in South Africa
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- Third International Mathematics and Science Study - 2003: executive summary
- Mathematics and science achievement at South African schools in TIMSS 2003
- Item readability and science achievement in TIMSS 2003 in South Africa
- Equity and quality mathematics education within schools: findings from TIMMS data for Ghana
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- South Africa
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- TIMSS 2015: highlights of mathematics and science achievement of grade 5 South African learners
- TIMSS item diagnostic report: South Africa: Grade 5 Numeracy
- TIMSS item diagnostic report: South Africa: Grade 9 Mathematics
- School climate and mathematics achievement: can the children learn?
- Rising above: what makes a learner resilient?
- Building solid language foundations for achievement
- School leadership and local learning contexts in South Africa
- The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?