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

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