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.authorVenkat, Hamsa
dc.contributor.authorNic Spaull, Nic
dc.date.accessioned2015-05-15T08:29:59Z
dc.date.available2015-05-15T08:29:59Z
dc.date.issued2015
dc.description.abstractThere 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.identifier.citationVenkat, 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.2015.02.002en_ZA
dc.identifier.issn0738-0593
dc.identifier.urihttp://hdl.handle.net/10539/17772
dc.language.isoenen_ZA
dc.publisherElsevieren_ZA
dc.subjectMathematics teacher knowledge – South Africaen_ZA
dc.subjectSACMEQen_ZA
dc.titleVenkat, 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.2015.02.002en_ZA
dc.typeArticleen_ZA
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