Building on using the strengths of mathematics teacher education in South Africa

SOURCE: Global Research Journal on Mathematics and Science Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza, N.Diko
KEYWORDS: MATHEMATICS TEACHING, TEACHER TRAINING
DEPARTMENT: Inclusive Economic Development (IED)
Print: HSRC Library: shelf number 7838
HANDLE: 20.500.11910/2870
URI: http://hdl.handle.net/20.500.11910/2870

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Abstract

Mathematics education in South Africa is under microscopic lens, as it is one of the cornerstone in producing skilled scientists and mathematicians the country's economy and development needs. Lots of research done has revealed the poor teaching practices students are exposed to in previously disadvantaged schools. Inadequate content knowledge of mathematics teachers demonstrate has been claimed to be influential in the poor teaching practices. This paper then elicited the strengths South African mathematics teacher education possesses as a foundational place towards improvement. Surveys collected from five institutions that train mathematics teachers from Intermediate phase to FET phase were analysed to elicit the mathematics curriculum future teachers receive and attained in training. The findings revealed that South African curriculum on mathematics teacher education emphasises mostly professional training of teachers. Mathematics teacher training courses are very few leaving future teachers with limited knowledge for teaching mathematics.