Balanced Butler Groups

Nongxa, Loyiso G.; Vinsonhaler, C.

doi:10.1006/jabr.1996.0082

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…In South Africa, there is a vast gap between the quality of schooling provided for African language mother-tongue students, and that provided for Afrikaans and English mothertongue students with a resulting vast gap between the achievement of these two 288, Gifted Education International groups of students (Saunders, 1996). The failure rate in Mathematics at school is high (Blankley, 1994;Christie, 1991;Nongxa, 1996). According to Christie (1991), one out of every 10 000 African language motherongue students entering the school system m South Africa ultimately obtains matriculation endorsement with Mathematics and Physical Science as subjects, while 113 pass Grade 12 and 27 obtain matriculation exemption.…”

Section: Underachievement In South Africamentioning

confidence: 99%

The Torn Learning Sprockets: Judge This Film by Its Sequel

Maree

Molepo

2003

Gifted Education International

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The metaphor of a film, which is being shown to the reader, is employed here to highlight the dire educational and domestic situation in Limpopo, where, in 2001–2002, the authors embarked on a project with the initial aim of establishing whether it is possible, through working with teachers and learners, to help learners attain better achievements. Soon after the project had commenced, we began to realise how appalling learners' domestic backgrounds were. According to conservative estimates, 80% of all children in rural areas live with other caretakers, for instance grandmothers and aunties. Learner support material is almost non-existent Classrooms resemble broken-down shacks. Sporting facilities are almost non-existent. Sanitary amenities are nightmarish. Our primary research question has now become: How can anyone facilitate not only scholastic achievement, but indeed the government's intended AIDS/HIV prevention programme and the life orientation programme in primary and secondary schools (intended to be a key element in its fight against the pandemic) in South Africa? How is it possible to facilitate lifeskills acquisition in domestic circumstances such as those prevailing in Limpopo? How can we seriously consider ‘Ubuntu’ (humaneness, sharing, compassion) when children are living in these circumstances?

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Section: Underachievement In South Africamentioning

confidence: 99%

The Torn Learning Sprockets: Judge This Film by Its Sequel

Maree

Molepo

2003

Gifted Education International

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“…In particular, Theorems 2.4, 3.4 and 3.8 answer some open questions stated in [Arnold 2000] for some quasi-homomorphism categories of torsion-free abelian groups of finite rank. See also [Arnold et al 1993;Dugas and Rangaswamy 2002;Mader 2000;Nongxa and Vinsonhaler 1996;Richman and Walker 1999;.…”

Section: Introductionmentioning

confidence: 99%