Based on life history accounts of two elementary school teachers in South Africa, this article examines the construction of two teachers' mathematics identities. In the article we juxtapose these identities with the identity forms that are envisaged by the policymakers and the mathematics reforms currently underway in the country. Using the data on contradictions between the reformer's visions and the teachers' accounts of their lived experiences and identities, we construct an account of why the goals of reforming mathematics in primary school classrooms in South Africa continue to elude even this latest set of reform proposals. We conclude by exploring some possibilities for bridging the divide in order to transform mathematics teaching and learning in the South African classrooms and elsewhere.
The failure rate in mathematics at school is high, not only in South Africa, but also
internationally. Furthermore, learners with an apparently high general ability or
aptitude for mathematics sometimes underachieve in ...
Barnes, Hayley E.(Southern African Association for Research in Mathematics, Science and Technology Education, 2004)
This paper focuses on a Grade 8 mathematics intervention that has been developed and
implemented in a local high school in South Africa. The theory of Realistic Mathematics
Education (RME) has been applied in the design ...
Verwey, Johanna Cornelia (Hanlie)(University of Pretoria, 2011-05-19)
This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment ...