Abstract
This chapter provides a commentary on the Mathematics Education and Numeracy Chairs initiative in South Africa. The discussion is located, in the first instance, in the context of primary mathematics as an under-researched field in South Africa, and further in the ways in which South African research in this area speaks to and informs broader contexts of Research and Development (R&D) in developing contexts, marked as they typically are, by scarce and inequitable distribution of resources. In particular, the discussion engages with the question of what the ‘local’ research presented in this book, focused as it is on teaching and learning in ‘schools for the poor’ in South Africa, might offer the global community.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Adler, J., & Alshwaik (in press) Mathematics education research in South Africa: A review and critical reflection. African Journal for Research in Mathematics, Science and Technology Education.
Adler, J., & Pillay, V. (2017). Mathematics education in South Africa. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning. pp. 9–24 Abingdon: Routledge.
Bartolini-Bussi, M. G., & Sun, X. (in press). (Eds.). Building the foundation: Whole numbers in the primary grades. In The 23rd ICMI study (New ICMI Studies series). Springer International Publishing.
Coleman, J., Campbell, B., Hobson, C., McPartland, J., Mood, A., Winefeld, F., et al. (1966). Equality of educational opportunity report. Retrieved from Washington, DC.
Gamoran, A., & Long, D. A. (2006). Equality of educational opportunity: A 40-year retrospective (Working Paper 2006–9). Retrieved from Madison, WI.
Hoadley, U. (2010). What do we know about teaching and learning in primary schools in South Africa? A review of the classroom-based research literature. A report for the Grade3 improvement project of the University of Stellenbosch, supported by the Western Cape Education Department and the Western Cape Provincial Government. Retrieved from http://nicspaull.files.wordpress.com/2011/hoadley-2010-wced-project-literature-review-final.pdf
Morrow, W. (2007). Learning to teach in South Africa. Pretoria: Human Science Research Council.
Shalem, Y., & Hoadley, U. (2009). The dual economy of schooling and teacher morale in South Africa. International Studies in Sociology of Education, 19(2), 119–134. doi:10.1080/09620210903257224.
Spaull, N., & Kotze, J. (2015). Starting behind and staying behind: The case of insurmountable learning deficits in South Africa. International Journal of Educational Development, 41, 13–24.
Taylor, N., van der Berg, S., & Mabogoane, T. (Eds.). (2013). Creating effecitve schools. Cape Town: Pearson.
Venkat, H., Adler, J., Rollnick, M., Setati, M., & Vhurumuku, E. (2009). Mathematics and science education research, policy and practice in South Africa: What are the relationships? African Journal of Research in Mathematics, Science and Technology Education, 13(1), 5–27.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Adler, J. (2017). Intervening in the Learning and Teaching of Numeracy in Contexts of Poverty. In: Graven, M., Venkat, H. (eds) Improving Primary Mathematics Education, Teaching and Learning. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52980-0_1
Download citation
DOI: https://doi.org/10.1057/978-1-137-52980-0_1
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-52979-4
Online ISBN: 978-1-137-52980-0
eBook Packages: EducationEducation (R0)