Have we reached gender equity in mathematics education?: evidence from TIMSS South Africa 2011

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dc.date.accessioned 2015-12-09 en
dc.date.accessioned 2022-08-17T16:11:16Z
dc.date.available 2022-08-17T16:11:16Z
dc.date.issued 2015-12-09 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/1708
dc.description HSRC Policy Brief, October en
dc.description.abstract This policy brief examines gender differences in South African education as documented in the 2011 Trends in Mathematics and Science Study (TIMSS). en
dc.format.medium Print en
dc.subject GENDER EQUALITY en
dc.subject MATHEMATICS TEACHING en
dc.subject TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY en
dc.subject EDUCATION en
dc.title Have we reached gender equity in mathematics education?: evidence from TIMSS South Africa 2011 en
dc.type Policy briefs en
dc.ProjectNumber N/A en
dc.BudgetYear 2015/16 en
dc.ResearchGroup Education and Skills Development en
dc.ArchiveNumber 8913 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=15869 en
dc.outputnumber 7689 en
dc.bibliographictitle Zuze, T.L., Reddy, V., Juan, A., Visser, M., Winnaar, L. & Hannan, S. (2015) Have we reached gender equity in mathematics education?: evidence from TIMSS South Africa 2011. (HSRC Policy Brief, October). http://hdl.handle.net/20.500.11910/1708 en
dc.publicationyear 2015 en
dc.contributor.author1 Zuze, T.L. en
dc.contributor.author2 Reddy, V. en
dc.contributor.author3 Juan, A. en
dc.contributor.author4 Visser, M. en
dc.contributor.author5 Winnaar, L. en
dc.contributor.author6 Hannan, S. en


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