Have we reached gender equity in mathematics education?: evidence from TIMSS South Africa 2011
OUTPUT TYPE: Policy briefs
PUBLICATION YEAR: 2015
TITLE AUTHOR(S): T.L.Zuze, V.Reddy, A.Juan, M.Visser, L.Winnaar, S.Hannan
KEYWORDS: EDUCATION, GENDER EQUALITY, MATHEMATICS TEACHING, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8913
HANDLE: 20.500.11910/1708
URI: http://hdl.handle.net/20.500.11910/1708
PUBLICATION YEAR: 2015
TITLE AUTHOR(S): T.L.Zuze, V.Reddy, A.Juan, M.Visser, L.Winnaar, S.Hannan
KEYWORDS: EDUCATION, GENDER EQUALITY, MATHEMATICS TEACHING, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8913
HANDLE: 20.500.11910/1708
URI: http://hdl.handle.net/20.500.11910/1708
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This policy brief examines gender differences in South African education as documented in the 2011 Trends in Mathematics and Science Study (TIMSS).-
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