The Human Sciences Research Council (HSRC)

2148  Large
Mathematics and science are key areas of knowledge for the development of individuals and for the social and economic development of South Africa. In November 2002, about 9000 Grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). This monograph reports on South Africas performance in TIMSS in relation to the other 50 countries. In addition, the report describes the performance of different groups of learners in South Africa and provides contextual information about, teachers, schools and the curriculum. The report concludes with recommendations for strategic interventions that could contribute to improved performance in mathematics and science. The findings contained in this report offer valuable insights to academics, policymakers, curriculum-planners, teachers and those involved in the development of education in South Africa.

Product information

Format : 210mm x 280mm
Pages : 148
ISBN 10 : 0-7969-2158-X
ISBN 13 : 978-07969-2158-1
Publish Year : 2006
List of tables and figures
Acknowledgements
Executive Summary
acronyms and Abbreviations

  1. Achievement Studies and Trends in International Mathematics and Science Study (TIMSS)
  2. TIMSS Design and Methodology
  3. South African Mathematics Achievement in an International Context
  4. South African Science Achievement in an International Context
  5. National Analysis: TIMSS 2003 Mathematics
  6. National Analysis: TIMSS 2003 Science
  7. Grade 9 Mathematics and Science achievement on TIMSS
  8. Social, Educational and Curriculum Landscape
  9. South African TIMSS learners
  10. The Context of Learning Science and Mathematics in South Africa: TIMSS Teachers, Classrooms and Schools.
  11. Key findings and Implications     

References
Appendices

Dr Vijay Reddy is a Research Director in the Education, Science and Skills Development Research Programme. She holds a PhD in Science Education from the University of KwaZulu-Natal. Dr Reddy has extensive experience in social science research, especially in the areas of research design and methodology; planning and management of large-scale surveys; and life history research.
Share this

You might also consider these related books

2250  Large

Studying Ambitions
Pathways from grade 12 and the factors that shape them

Broadly concerned with grade 12 learner aspirations for the future, this monograph hones in on the aspiration to study education and to enter the teaching profession. The National Policy Framework for Teacher Education and Development in South Africa highlights this as a crucial area for further research - a need which this study attempts to address.

Product information

Format : 280mm x 210mm (Soft Cover)
Pages : 152
ISBN 10 : 0-7969-2243-8
ISBN 13 : 978-07969-2243-4
Publish Year : 2009
Rights : World Rights
Price R 133.00
2142  Large

Teacher education and the challenge of diversity in South Africa

Conflicts in schools over race, fees or language frequently make headlines in South Africa. Such conflicts reflect the multifaceted issue of learner diversity, encompassing racial, class, gender, religious, linguistic, physical and other differences.  The need to handle such differences in equitable ways poses new challenges for teachers and teacher education. How are teacher education institutions preparing students for teaching in schools that are different from the ones they experienced as learners? What kinds of skills are they providing to enable teachers to deal with diversity and difference amongst learners?

Product information

Format : 210mm x 280mm
Pages : 72
ISBN 10 : 0-7969-2157-1
ISBN 13 : 978-07969-2157-4
Publish Year : 2007
Price R 125.00
Beyond Bencmarks

Beyond Benchmarks
What twenty years of TIMSS data tell us about South African education

South Africa has participated in a number of local and international achievement studies in the field of education over the last 20 years and responses to the results have been somewhat mixed. Critics argue that participation in international assessments is a pointless exercise because of the slow pace of improvement in South African education. Supporters point out that international assessment results can be useful at many different levels of policy and planning, especially when studies are repeated across time. The purpose of this book is to provide a measured assessment of what has been achieved in South African education over the last 20 years based on the evidence provided by Trends in International Mathematics and Science Studies (TIMMS), to redefine what good progress means in light of South Africas developmental pathway and to recommend what evidence based interventions can be considered as the next realistic steps in South Africas educational development.

Product information

Format : 240mm x 168mm
Pages : 54
ISBN 13 : 978-0-7969-2470-4
Publish Year : March 2015
Rights : World Rights
Price R 70.00
1948  Large

Settling for Less
Student aspirations and higher education realities

This study is the second in the 'Student Choice Behaviour Project'. It traces learners who entered higher education and further education institutions and investigates the factors which influenced them. It also considers the achievability of two of the key objectives of the National Plan for Higher Education: to increase the participation rate in the system; and to shift the balance of enrolments away from the humanities and towards the study of business and commerce, and science, engineering and technology.

Product information

Format : 210mm x 280mm
Pages : 120
ISBN 10 : 0-7969-2045-1
ISBN 13 : 978-07969-2045-4
Publish Year : 2004
Price R 180.00