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Teachers’ Mathematical Knowledge, Teaching and the Problem of Inequality

  • Venkat H
Springer International Publishing, (2019), 189-204
DOI: 10.1007/978-3-030-18811-5_10
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Abstract

In this chapter, the foci of key national policy interventions are considered in relation to concerns with primary teachers’ mathematical knowledge and primary mathematics teaching in South Africa. This evidence points to knowledge and practice resources for...

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Venkat, H. (2019). Teachers’ Mathematical Knowledge, Teaching and the Problem of Inequality. In South African Schooling: The Enigma of Inequality (pp. 189–204). Springer International Publishing. https://doi.org/10.1007/978-3-030-18811-5_10

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