Building on using the strengths of mathematics teacher education in South Africa
SOURCE: Global Research Journal on Mathematics and Science Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza, N.Diko
KEYWORDS: MATHEMATICS TEACHING, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7838
HANDLE: 20.500.11910/2870
URI: http://hdl.handle.net/20.500.11910/2870
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza, N.Diko
KEYWORDS: MATHEMATICS TEACHING, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7838
HANDLE: 20.500.11910/2870
URI: http://hdl.handle.net/20.500.11910/2870
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Mathematics education in South Africa is under microscopic lens, as it is one of the cornerstone in producing skilled scientists and mathematicians the country's economy and development needs. Lots of research done has revealed the poor teaching practices students are exposed to in previously disadvantaged schools. Inadequate content knowledge of mathematics teachers demonstrate has been claimed to be influential in the poor teaching practices. This paper then elicited the strengths South African mathematics teacher education possesses as a foundational place towards improvement. Surveys collected from five institutions that train mathematics teachers from Intermediate phase to FET phase were analysed to elicit the mathematics curriculum future teachers receive and attained in training. The findings revealed that South African curriculum on mathematics teacher education emphasises mostly professional training of teachers. Mathematics teacher training courses are very few leaving future teachers with limited knowledge for teaching mathematics.-
Related Research Outputs:
- Using stimulated video-recall to identify teachers' classroom practices, perceptions and needs in implementing the mathematics curriculum at the intermediate phase
- The low-achievement trap: changing the culture of inefficiency in teaching
- Walking the talk in training future mathematics teachers has potential for benefits
- Factors influencing the level of performance in mathematics and language among learners in South Africa: a multi-level analysis
- Mathematics literacy of final year students: South African realities
- Mathematics and science performance in Grade 8 in South Africa 1998/1999: TIMSS-R 1999 South Africa: executive summary
- Conditions of schooling in South Africa and the effect on mathematics achievement
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Improving learning in South African schools: the QLP baseline evaluation
- Evaluation of the Mahlahle project
- Deracialisation of schools in South Africa: challenges and implications for educators
- Assessment of mathematics and science in Africa (AMASA)
- Mathematics 7: the outcomes way! teacher's guide
- Mathematics 7: the outcomes way! learner's book
- Schools out or is it? Out of school interventions for mathematics, science and computer studies for secondary school learners
- Teacher Development in the context of HIV/AIDS
- Crossing over
- Crossing over