ACCESS, EQUITY AND KNOWLEDGE IN USE IN SECONDARY SCHOOL MATHEMATICS IN SOUTH AFRICA

被引：0
|
作者：
Adler, Jill [1 ]
机构：
[1] Univ Witwatersrand, ZA-2050 Johannesburg, South Africa
来源：
PROCEEDINGS OF THE SEVENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE, VOLS 1 AND 2 | 2013年
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D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
What is an equity agenda in post-apartheid education? This descriptive paper engages this question through reflection on a research-led professional development project situated in the current South African context, and informed by previous related research. I draw from our experience and initial research to argue for the primacy of the epistemic for equity and in promoting democracy. I describe how and why current interventions with teachers, aimed towards improving the quality of teaching and learning of mathematics in our schools, requires a focus on their knowledge-in-use.
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页码：183 / 192
页数：10
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