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Direct linkvan Putten, Sonja; Blom, Nicolaas; Dibane, Zanele – Africa Education Review, 2022
This study explored the mathematics teacher identity (MTI) of three purposefully selected grade 6 non-specialist primary school mathematics teachers. The participants' subject matter knowledge and didactical skills were explored by means of semi-structured interviews, lesson observations, and document analysis of lesson plans. The data were…
Descriptors: Mathematics Teachers, Professional Identity, Grade 6, Elementary School Teachers
Kyei, Pearl – Africa Education Review, 2021
Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute…
Descriptors: Gender Differences, Reading Achievement, Reading Skills, Grade 6
Venter, Rienie; Jeffries, Victor – Africa Education Review, 2020
The aim of this article is to discuss the dynamics of gang involvement by considering the social reproduction perspective and resistance theory literature and by examining general perceptions of learners and adults who regularly experience gang violence. In a study utilising quantitative and qualitative design, a questionnaire was administered to…
Descriptors: Juvenile Gangs, Violence, Student Attitudes, Grade 6
Stott, Debbie; Baart, Noluntu; Graven, Mellony – Africa Education Review, 2019
A key intervention of the South African Numeracy Chair Project (SANCP) since 2011 has been the introduction of mathematics (or maths) clubs, which occur in the out-of-school time space. In 2016 the maths club concept was developed into a 15-week Pushing for Progression (PfP) teacher development programme which supports primary school mathematics…
Descriptors: After School Programs, Numeracy, Faculty Development, Program Effectiveness
