Venkat, H., & Spaull, N. (2015). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. International Journal of Educational Development, (41), 121-130. doi: http://dx.doi.org/10.1016/j.ijedudev.2015.02.002

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dc.contributor.author Venkat, Hamsa
dc.contributor.author Nic Spaull, Nic
dc.date.accessioned 2015-05-15T08:29:59Z
dc.date.available 2015-05-15T08:29:59Z
dc.date.issued 2015
dc.identifier.citation Venkat, H., & Spaull, N. (2015). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. International Journal of Educational Development, (41), 121-130. doi: http://dx.doi.org/10.1016/j.ijedudev.2015.02.002 en_ZA
dc.identifier.issn 0738-0593
dc.identifier.uri http://hdl.handle.net/10539/17772
dc.description.abstract There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed. en_ZA
dc.language.iso en en_ZA
dc.publisher Elsevier en_ZA
dc.subject Mathematics teacher knowledge – South Africa en_ZA
dc.subject SACMEQ en_ZA
dc.title Venkat, H., & Spaull, N. (2015). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. International Journal of Educational Development, (41), 121-130. doi: http://dx.doi.org/10.1016/j.ijedudev.2015.02.002 en_ZA
dc.type Article en_ZA


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