Towards quality and equitable education in South Africa: Unpacking the relationship between teacher factors, students’ socioeconomic background and mathematics achievements-Reference-Cited by-同舟云学术

Towards quality and equitable education in South Africa: Unpacking the relationship between teacher factors, students’ socioeconomic background and mathematics achievements

Published:2022-06-15 Issue:1 Volume:9 Page:
ISSN:2768-4830
Container-title:Research in Mathematics
language:en
Short-container-title:Research in Mathematics

Author:

Mensah Ernest¹^ORCID,Baidoo-Anu David²^ORCID

Affiliation:

1. Göteborgs universitetsbibliotek, Sweden

2. Faculty of Education, Queen’s University, Kingston Ontario, Canada

Funder

The authors have no funding to report

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/27684830.2022.2088645

Reference82 articles.

1. Adane, L. O. (2013). Factors affecting low academic achievement of pupils in Kemp Methodist junior high school in Aburi, Eastern Region. Masters Thesis, University of Ghana. http://197.255.68.203/handle/123456789/5828.

2. Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries

3. Teacher classroom practices and Mathematics performance in South African schools: A reflection on TIMSS 2011

4. Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?

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2. Investigating the Connection Between Teachers' Factors and Students' Performance in Mathematics: A UAE Case Study;2023 IEEE Frontiers in Education Conference (FIE);2023-10-18