Grade 10–12 Mathematics curriculum reform in South Africa: A textual analysis of new national curriculum Statements

Parker, Diane

doi:10.1080/10288457.2006.10740605

Cited by 11 publications

(2 citation statements)

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“…Those teachers will then acquire the kinds the mathematical knowledge and skills promised in the current CAPS curriculum. Parker [12] notes that approximately 20% of grade 10-12 mathematics teachers are professionally unqualified and of those that are qualified, still only 21% have some university level courses. In addition, there is also evidence to the fact that qualified mathematics teachers in the system are either not teaching mathematics or not teaching it at the level at which they are qualified [12,13].…”

Section: The Distribution and Educational Possibilities Of Mathematicmentioning

confidence: 99%

“…Parker [12] notes that approximately 20% of grade 10-12 mathematics teachers are professionally unqualified and of those that are qualified, still only 21% have some university level courses. In addition, there is also evidence to the fact that qualified mathematics teachers in the system are either not teaching mathematics or not teaching it at the level at which they are qualified [12,13]. Moloi [6], for example, argues that quality mathematics teaching in South Africa will continue to be a phantom unless (i) there is a quality teacher education that refreshes teachers' competencies; (ii) teachers make efforts to understand how their learners think and learn, and recognize the learning experiences of their learners; and (iii) teachers are given the necessary support by the authorities.…”

Section: The Distribution and Educational Possibilities Of Mathematicmentioning

confidence: 99%

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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: The Distribution and Educational Possibilities Of Mathematicmentioning

confidence: 99%

Section: The Distribution and Educational Possibilities Of Mathematicmentioning

confidence: 99%