Improving mathematics learning for the poor: are the best South African schools good enough?
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): G.Frempong, J.Kivilu, A.Kanjee
KEYWORDS: ACHIEVEMENT, MATHEMATICS TEACHING, POVERTY, SCHOOLS, SELF-ESTEEM
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 6643
HANDLE: 20.500.11910/3970
URI: http://hdl.handle.net/20.500.11910/3970
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
-
Related Research Outputs:
- Uprooting bad mathematical performance: pilot study into roots of problems
- Using stimulated video-recall to identify teachers' classroom practices, perceptions and needs in implementing the mathematics curriculum at the intermediate phase
- Language: a cultural capital for conceptualizing mathematics knowledge
- Can we afford to wait any longer?: pre-school children are ready to learn mathematics
- Conditions of schooling in South Africa and the effect on mathematics achievement
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Children learn lessons of suffering
- Education choices in Ethiopia: what determines whether poor households send their children to school?
- State of mathematics and science education: schools are not equal
- Mathematics and science achievement at South African schools in TIMSS 2003
- Boundaries of care: the role of the school in supporting vulnerable children in the context of HIV and AIDS
- Large scale assessment of mathematics achievement: challenges for improving learning in South African schools
- Approach towards mathematics assessment and report on achievement results: WCED
- Breaking the shackles of poverty through education enhancing programmes: a glimmer of optimism in the school nutrition programme
- Accuracy of the poverty quintile system for classifying South African schools
- Equity and quality mathematics education within schools: findings from TIMMS data for Ghana
- Home and school resources as predictors of mathematics performance in South Africa
- Learners' experiences and knowledge in indigenous activities: opportunities for the mathematics classrooms
- Exemplary schools in South Africa: schools serving poor communities but achieving success against all odds