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Direct linkMahlaba, Sfiso Cebolenkosi – For the Learning of Mathematics, 2020
Mathematics in its nature is exploratory, giving learners a chance to view it from different perspectives. However, during most of their schooling, South African learners are rarely exposed to mathematical explorations, either because of the lack of resources or the nature of the curriculum in use. Perhaps, this is due to teachers' inability to…
Descriptors: Geometry, Logical Thinking, Mathematical Logic, Validity
Ramdhani, Jugathambal; Maistry, Suriamurthee – Education as Change, 2020
In South Africa, the school textbook remains a powerful source of content knowledge to both teachers and learners. Such knowledge is often engaged uncritically by textbook users. As such, the worldviews and value systems in the knowledge selected for consumption remain embedded and are likely to do powerful ideological work. In this article, we…
Descriptors: Textbooks, World Views, Ideology, Discourse Analysis
Download full textChowdhury, Pinaki – European Journal of Educational Sciences, 2015
The scarcity of trained man power in the field of science and technology has become a growing phenomenon today. Thus, we are still facing the same challenge country wide. With the multidimensional increase in the field of science and technology, there is a huge shortage of expert workforce in the field of STEM. The numbers of students who qualify…
Descriptors: STEM Education, Rural Schools, Disadvantaged Schools, Student Centered Learning
Howie, S.; Plomp, T. – International Journal of Educational Development, 2002
This paper discusses some results of South African (SA) grade 12 pupils on an international test of mathematical literacy, administered in the framework of the Third International Mathematics and Science Study (TIMSS) under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). Three questions are…
Descriptors: Numeracy, Foreign Countries, Grade 12, Mathematics Education
