What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007-Reference-Cited by-同舟云学术

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What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007

Published:2015-03 Issue: Volume:41 Page:121-130
ISSN:0738-0593
Container-title:International Journal of Educational Development
language:en
Short-container-title:International Journal of Educational Development

Author:

Venkat Hamsa,Spaull Nic

Publisher

Elsevier BV

Subject

Sociology and Political Science,Development,Education

Reference47 articles.

1. Teachers’ mathematical discourse in instruction: focus on examples and explanations;Adler,2014

2. Opportunities to develop mathematical proficiency in grade 6 mathematics classrooms in KwaZulu-Natal;Ally;Perspect. Educ.,2013

3. Content knowledge for teaching: what makes it special?;Ball;J. Teach. Educ.,2008

4. Professional development and teacher learning: mapping the terrain;Borko;Educ. Res.,2004

5. Towards Understanding Student Academic Performance in South Africa: A Pilot Study of Grade 6 Mathematics Lessons in South Africa;Carnoy,2008

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2. Student Teachers’ Knowledge of School-level Geometry: Implications for Teaching and Learning;European Journal of Educational Research;2024-07-15

3. Foundational mathematical knowledge of prospective teachers: Evidence from a professional development training;Pythagoras;2024-06-20

4. Reconceptualising Mathematical Problem – Solving Strategies: A Case of Pre – Service Mathematics Teachers Solving Non–Routine Problems on Financial Mathematics;Journal of Educational Studies;2024-06

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