Trends in Mathematics Professional Development Programmes in Post-Apartheid South Africa

Kaino, Luckson Muganyizi; Dhlamini, Joseph J; Phoshoko, Moshe M.; Jojo, Zingi M. M.; Paulsen, Ronél; Ngoepe, Mapula Gertrude

doi:10.1080/09751122.2015.11917601

Cited by 3 publications

(3 citation statements)

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“…Due to the high unemployment rate that is dominant in the country, some currently employed mathematics teachers hold an engineering junior degree but opt for teaching to escape the poverty lines. Consequently, Kaino et al [17] assert that current mathematics teachers in the field today are a combination of a set of teachers with non-matching school subject knowledge and contrasting models of classroom practices together with proactive, reactive and over-reactive teachers [18]. The authors, Kaino et al [17], further note that teachers with non-matching school subjects require continuous professional development to address and adjust to the consequences of an environment characterized by enormous infrastructural backlogs, resource limitations, an inadequate supply of quality learning support materials, and the absence of common national standards for learning and assessment.…”

Section: Mathematics Teacher Training and Empowermentmentioning

confidence: 99%

Mathematics Education System in South Africa

Jojo¹

2020

Education Systems Around the World

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The teaching of mathematics in South African schools has been pronounced to be among the worst in the world. Unacknowledged poor teaching of mathematics in a majority of public schools deprive many learners access to both higher education and modern, knowledge-intensive work skills. The chapter resumes by outlining mathematics curriculum redress and changes in the post-apartheid era, the exploration of mathematics education, democracy and development, together with the introduction of Mathematical Literacy as an alternative compulsory subject to learners incompetent to do mathematics. The chapter further interrogates how mathematics education, in terms of mathematical knowledge, skills, values and attitudes, is distributed in society and thereby shapes educational possibilities together with the research trends and their effect on mathematics education in South Africa. Mathematics teacher training and empowerment are discussed together with shortcomings in the system that leads to learners' poor performance in Mathematics. How South Africa compares in performance with other countries is also examined in this chapter. The closing remarks of the chapter suggest some improvements that the mathematics education system in South Africa can embark on.

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Section: Mathematics Teacher Training and Empowermentmentioning

confidence: 99%

Mathematics Education System in South Africa

Jojo¹

2020

Education Systems Around the World

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“…Various reasons have been proffered and chief among them is the apartheid legacy (e.g. Kaino et al 2015) that has provided unequal educational resources and opportunities based on race, not only at school level but also at initial teacher education level. While the white minority received world-class education, the majority black underclass received substandard education that was dismissive of mathematics as it was being taught to the white master's hewers of wood and drawers of water.…”

Section: Introductionmentioning

confidence: 99%

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

Ndlovu

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers' professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.

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“…Kaino et al 2015) that has provided unequal educational resources and opportunities based on race, not only at school level but also at initial teacher education level. While the white minority received world-class education, the majority black underclass received substandard education that was dismissive of mathematics as it was being taught to the white master's hewers of wood and drawers of water.…”

Section: Introductionmentioning

confidence: 99%