Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa

Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa

Since various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to...

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Bibliographic Details
Main Authors: Benita P. Nel, Cyril Julie, Faaiz Gierdien, Marius Simons, Bruce May
Format: Article
Language:English
Published: ERRCD Forum 2024-11-01
Series:Interdisciplinary Journal of Sociality Studies
Subjects:
post-apartheid mathematics
high stakes examinations
teacher professional development
productive practice
Online Access:https://pubs.ufs.ac.za/index.php/ijss/article/view/1417
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https://pubs.ufs.ac.za/index.php/ijss/article/view/1417

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