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Building on using the strengths of mathematics teacher education in South Africa

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dc.date.accessioned 2013-08-06 en
dc.date.accessioned 2020-02-19T20:09:20Z
dc.date.available 2020-02-19T20:09:20Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/2870
dc.description.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. en
dc.format.medium Print en
dc.subject MATHEMATICS TEACHING en
dc.subject TEACHER TRAINING en
dc.title Building on using the strengths of mathematics teacher education in South Africa en
dc.type Journal Article en
dc.description.version Y en
dc.Volume 2(1) en
dc.BudgetYear 2013/14 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Global Research Journal on Mathematics and Science Education en
dc.ArchiveNumber 7838 en
dc.PageNumber 34-49 en
dc.outputnumber 6487 en
dc.bibliographictitle Feza, N.N. & Diko, N. (2013) Building on using the strengths of mathematics teacher education in South Africa. <i>Global Research Journal on Mathematics and Science Education</i>. 2(1):34-49. en
dc.publicationyear 2013 en
dc.contributor.author1 Feza, N.N. en
dc.contributor.author2 Diko, N. en


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