Mathematics achievement and the inequality Gap: TIMSS 1995 to 2015
SOURCE: South African schooling: the enigma of inequality: a study of the present situation and future possibilities
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2019
TITLE AUTHOR(S): V.Reddy, A.Juan, K.Isdale, S.Fongwa
SOURCE EDITOR(S): N.Spaull, J.D.Jansen
KEYWORDS: ACHIEVEMENT, INEQUALITY, MATHEMATICS, TIMMS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 11095
HANDLE: 20.500.11910/15048
URI: http://hdl.handle.net/20.500.11910/15048
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2019
TITLE AUTHOR(S): V.Reddy, A.Juan, K.Isdale, S.Fongwa
SOURCE EDITOR(S): N.Spaull, J.D.Jansen
KEYWORDS: ACHIEVEMENT, INEQUALITY, MATHEMATICS, TIMMS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 11095
HANDLE: 20.500.11910/15048
URI: http://hdl.handle.net/20.500.11910/15048
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Numerical, mathematical and analytical skills are key for participation as citizens in a modern society and as workers in the new knowledge economy. Foundational reading and numerical skills are critical for any future learning and knowledge and skill acquisition in these domains cannot be leap-frogged. Mathematics achievement is a signal of the ability of learners to participate in society as engaged citizens, to continue studying mathematics, science and other technical subjects, as well as an important indicator of the competencies available for the workplace.-
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