Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa
Since various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
ERRCD Forum
2024-11-01
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| Series: | Interdisciplinary Journal of Sociality Studies |
| Subjects: | |
| Online Access: | https://pubs.ufs.ac.za/index.php/ijss/article/view/1417 |
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