The Human Sciences Research Council (HSRC)

Visit South Africa's official Covid-19 resource portal
2034  Large
The last decade has seen significant reform in the South African mathematics curriculum and the mathematics education research community has also grown markedly.

Drawing on the proceedings from nearly a decade of the South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) conferences, this book reflects on the theoretical and ideological work that has contributed to the growth of mathematics education research in South Africa.

Originating from the need to stimulate, record and extend such research, the volume also provides an historical analysis of forces that changed and shaped mathematics curricula over the years. Research themes explored include: assessment; issues of language; aspects of radical pedagogy and progressive classroom practices; ethnomathematics; teacher education; and South African mathematics education research within both its local and international contexts.

The contributors to this volume are located across a wide range of institutional settings and they address a diversity of interests and concerns, exploring and extending new directions in mathematics education research, particularly within the changing landscape of post-apartheid South Africa.

The editors of this collection argue that a new agenda in mathematics education research needs to be debated in order to better understand the connections between curriculum research, reform, policy and practice. This publication may be considered an initial movement in this direction as it attempts to capture the broad range of research being done in mathematics education in South Africa.

Product information

Format : 150mm x 210mm
Pages : 368
ISBN 10 : 0-7969-2047-8
ISBN 13 : 978-07969-2047-8
Publish Year : 2005

Preface
List of acronyms

Part I: Research, curriculum innovation and change
1. Mathematics curriculum research: roots, reforms, reconciliation and relevance
Renuka Vithal and John Volmink

2. Towards a framework for developing and researching groupwork in mathematics classrooms
Karin Brodie and Craig Pournara

3. Mathematics education and language: policy, research and practice in multilingual South Africa
Mamokgethi Setati

4. Teachers assessment criteria in school mathematics
Cassius Lubisi

5. Ethnomathematics research in South Africa
Paul Laridon, Mogege Mosimege and David Mogari

Part II: Researching teacher education: diverse orientations, merging messages
6. Holding the past, living the present and creating a future: trends and challenges in research on mathematics teacher education
Jill Adler

7. Pre-service mathematics teacher education: building a future on the legacy of apartheids colleges of education
Anandhavelli Naidoo

8. Dilemmas in the design of in-service education and training for mathematics teachers
Mellony Graven

9. Dilemmas of change: seeing the complex rather than the complicated?
Chris Breen

Part III: Psychological, sociological and historical research and perspectives
10. Examining understanding in mathematics: a perspective from concept mapping
Willy Mwakapenda

11. Knowledge and pedagogy: sociological research in mathematics education in South Africa
Paula Ensor and Jaamiah Galant

12. A history of mathematics education research in South Africa: the apartheid years
Bheki Khuzwayo

Afterword
Reflections on mathematics education research in South Africa
Christine Keitel

Appendix: List of SAARMSE/SAARMSTE Proceedings, 19922004
About the authors
Index

Dr Renuka Vithal is Associate Professor in the School of Educational Studies at the University of KwaZulu-Natal.

Professor Jill Adler holds the Chair of Mathematics Education in the School of Education at the University of the Witwatersrand.

Professor Christine Keitel is professor of mathematics education in the Department of Education and Psychology at Freie Universitt in Berlin.

In addition to the three editors, contributors to the volume include Professors John Volmink, Paul Laridon, Anandhavelli Naidoo, Chris Breen and Paula Ensor, and scholars and researchers Karin Brodie, Craig Pournara, Mamkgethi Setati, Mogege Mosimege, David Mogari, Cassius Lubisi, Mellony Graven, Willy Mwakapenda, Jaamiah Galant and Bheki Khuzwayo.

Share this

You might also consider these related books

2108  Large

Finding Work
Employment experiences of South African graduates

Complementing existing labour-market research on graduates, this study provides qualitative and quantitative data relating to graduates experiences in the labour market. The data presented here offers a clear picture of graduate employment and includes the time it takes graduates to find employment, the factors that influence employability, the types of jobs they find, their perceptions of the relation of the level of jobs they found to their qualifications and to the sectors of employment.

Product information

Format : 210mm x 280mm
Pages : 48
ISBN 10 : 0 7969 2105 9
ISBN 13 : 978-07969-2105-5
Publish Year : 2005
Price R 115.00
2244  Large

Managing to Learn
Instructional Leadership in South African Secondary Schools

Internationally and locally, there is growing emphasis on the importance of effective school management and leadership in contributing to good student achievement outcomes. Instructional leadership has become a key concept in the research literature, reflecting an attempt to better understand the relationship between school leadership, curriculum and instructional matters, and student achievement. Managing to learn is the first study of its kind in South Africa, considering these issues in a sample of 200 schools in two provinces. The research reported in this monograph provides an extensive review of the literature around the management of curriculum and instruction, a framework and methodology for the research, and the empirical findings from the study. Through a series of regression analyses, the study presents those management factors identified across a wide range of schools as most crucial to improved performance of students. It brings greater clarity to the somewhat undifferentiated view of school management currently, and a sharper focus on its importance in relation to how students learn.

Product information

Format : 280mm x 210mm (Soft Cover)
Pages : 136
ISBN 10 : 0-7969-2241-1
ISBN 13 : 978-07969-2241-0
Publish Year : 2008
Rights : World Rights
Price R 129.00
2300  Large

Academic interaction with social partners
Investigating the contribution of universities to economic and social development

A lively debate on the relationship between the university and society in a developing country like South Africa is emerging. Academic Interaction looks at the main results of a research study on university interaction with external social partners. It centres on definitional boundaries around whether engagement requires new forms of knowledge that differ from traditional academic modes and around who is defined as 'the community' at local, regional, national or international levels. There is general agreement that the field is conceptually under-specified and theoretically rather thin.

Product information

Format : 240mm x 168mm (Soft Cover)
Pages : 312
ISBN 10 : 978-07969-2389-9
ISBN 13 : 978-07969-2389-9
Publish Year : 2013
Rights : World Rights
Price R 220.00
2057  Large

Technical College Responsiveness
Learner destinations and labour market environments in South Africa

This monograph investigates the responsiveness of technical colleges within the South African Further Education and Training (FET) sector. The report also explores technical and vocational education elsewhere in Africa and abroad. This study will be of interest to all who are involved in the FET sector, whether as policy-makers, practitioners or students.

Product information

Format : 208mm x 276mm
Pages : 120
ISBN 10 : 0-7969-2037-0
ISBN 13 : 978-07969-2037-9
Publish Year : 2003
Price R 195.00