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Wednesday, August 5, 2020 | History

2 edition of Improving science and mathematics teaching in Southern Africa, effectiveness and interventions found in the catalog.

Improving science and mathematics teaching in Southern Africa, effectiveness and interventions

Improving science and mathematics teaching in Southern Africa, effectiveness and interventions

proceedings of a regional conference, Windhoek, Namibia, 11-14 December 1995

  • 81 Want to read
  • 29 Currently reading

Published by VU University Press in Amsterdam .
Written in English

    Subjects:
  • Mathematics -- Study and teaching -- Africa, Southern -- Congresses,
  • Science -- Study and teaching -- Africa, Southern -- Congresses

  • Edition Notes

    Includes bibliographical references.

    Other titlesProceedings of a regional conference, Windhoek, Namibia :
    Statementeditors: Coen Stoll ... [et al.].
    ContributionsStoll, Coen
    Classifications
    LC ClassificationsQ183.3.A47 I67 1996
    The Physical Object
    Pagination160 p. :
    Number of Pages160
    ID Numbers
    Open LibraryOL17363862M
    ISBN 109053834559

    Title: Findings, priorities, promises and prospects: Published in: C. Stoll, L. de Feiter, H. Vonk & J.J.H. van den Akker (Eds.), Improving science and mathematics Author: L. de Feiter, Jan van den Akker. Improving the Teaching and Learning of Mathematics for the Attainment of Millennium Development Goals (MDGs) through the use of Mathematical Games in Makurdi Local Government Area, Benue State, Nigeria. By 1IJI Clement, 1Abakpa Benjamin and 2Takor David 1Department of Science Education, University of Agriculture, Makurdi, Benue State, Nigeria.

    The availability and use of teaching and learning materials affect the effectiveness of a teacher’s lessons. According to Broom (), the creative use of a variety of media increases the probability that the student would learn more, retain better what they learn and improve their performance on the skills that they are expected to Size: KB. To link to the entire object, paste this link in email, IM or document To embed the entire object, paste this HTML in website To link to this page, paste this link in email, IM or document To embed this page, paste this HTML in website.

    Trends in Mathematics and Science Study (TIMSS) at Grade 4 38 SACMEQ 39 Interventions for improving outcomes 67 Expenditure on education 67 Mathematics Education in Sub-Saharan Africa: Executive summary 1 IntroductionFile Size: 9MB. primary and secondary schools in Sub-Saharan Africa (SSA), with a particular focus on Commonwealth countries and on East Africa. It focuses on the role of ICT in improving the quality of learning and teaching in schools (Grades K) with reference to technologies appropriate for this Size: KB.


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Improving science and mathematics teaching in Southern Africa, effectiveness and interventions Download PDF EPUB FB2

Clegg, A, Clegg, J & McKenney, STeaching science in a second language: Problems and possible solutions. in Improving science and mathematics teaching in Southern Africa: Effectiveness of interventions.

Windhoek, Namibia, pp. : A. Clegg, J. Clegg, Susan McKenney. Improving mathematics performance at schools The education system consists of two parts, namely the socioeconomic haves and the have-nots. VIJAY REDDY and DEAN JANSE van RENSBURG analyse the mathematical performance of the South African schooling population and come to the conclusion that differentiated targets need to be set for both these socioeconomic groups, since neither is performing.

In a nutshell, the South African schooling system shows the following characteristics: the national mean mathematics scores are low and need to improve. There is a high differentiation of the educational performance of students from different socio-economic conditions and we can say that we have two systems of education.

This means that an estimated 30 percent of schools perform reasonably. Introduction. The goal of achieving Education for All by has galvanised many countries in sub-Saharan Africa (SSA) into confronting problems Improving science and mathematics teaching in Southern Africa with their low rates of enrolment (UNESCO, ).In the last ten years statistics on access to primary education in African countries have been impressive, with countries such as Tanzania and Uganda reporting gross enrolment rates Cited by: Why we teach mathematics.

Mathematics is a human activity which arises from experiences and becomes an integral part of culture and society, of everyday work and life. Teaching Mathematics is very complex and hard.

Teacher must prepare itself that sometimes the students found Mathematics as a. Without identifying specific interventions, we endorse the use of increasingly intensive and effective instructional interventions for students who struggle in mathematics.

Teachers must use a variety of formative assessments to target strategic instructional techniques that are tailored to.

BoxPretoriaSouth Africa Abstract The role of leadership in the improvement of teaching and learning has long been established in the literature.

In recent years, there has been a proliferation of attempts to influence (or lead) classroom teachers, especially in the areas of science and by: 4. current status and challenges of in-service training of teachers in zambia 92 NUE Journal of International Educational Cooperation, Volume Discuss and Implement (DODI)”.

The effectiveness of science, technology, engineering and mathematics (STEM) learning approach among secondary school students Conference Paper (PDF. Africa relative to other middle-income countries. Beyond 12 years of education, however, South Africa‟s attainment rate is amongst the lowest of these countries.

As far as access to education is concerned, it would therefore appear that South Africa is doing well throughout most of the primary and secondary phases and poorly thereafter. Findings, priorities, promises and prospects Published in Improving science and mathematics teaching in Southern Africa: Effectiveness of interventions, - Author: L.

de Feiter, Jan van den Akker. This thematic study is about developing science,mathematics and ICT (SMICT) in sec-ondary education. The study is based on country studies from 10 SSA countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania, and Zim-babwe,and a literature reveals a number of huge challenges in SMICT education inFile Size: 1MB.

In the Trends in International Mathematics and Science Study, for example, the average eighth-grade test-taker in South Africa answered only 18% of the questions correctly on the math portion incompared with 51% in the United States (Gonzales et al.

).Cited by: educational technology in Mathematics teaching and learning: An investigation of a South African rural secondary school. Acknowledgements Professor Johannes Cronje for helping, guiding and supporting me in this course from the beginning to the end; Africa-America Institute in South Africa for providing me the opportunity of studying.

secondary schools in Africa is very limited with existing regional cross-country assessment focused largely on the primary phase. At the secondary level, the Trends in International Mathematics and Science Study (TIMSS) is the only international study with participation from sub-Saharan Africa that provides comparative data andFile Size: KB.

This chapter looks at issues of teaching and learning mathematics in under resourced classrooms in low-income, post-colonial East African countries.

It provides insights into issues arising from externally driven pedagogic reforms introduced to promote learners’ active participation in mathematics classrooms without critical engagement with Author: Anjum Halai. SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION Quality Mathematics, Science and Technology Education in Southern Africa: The role of educational research in improving active learning 09 to 12 January Edited by: lnocente Mutimucuio and Marcos Cherinda Vol.

I.•, L Faculty of Education. Teaching and learning of Science and Mathematics can proof to be an arduous task not only to students but also to teachers. This article briefly explains the key challenges facing teaching and learning of Science and Mathematics. For effectiveness in teaching of science and mathematics, a teacher need need to ensure that there is the.

Improving teacher effectiveness in Sub-Saharan Africa: implications for sustainability of teacher INSET models in Tanzania and Ghana Abstract Organiser: Nicola Ruddle Discussant: Kwame AkyeampongOverview Retaining high quality, effective teachers.

TEACHER CHALLENGES IN THE TEACHING OF MATHEMATICS AT FOUNDATION PHASE. MAPHETLA MAGDELINE MACHABA. submitted in accordance with the requirements for the degree. DOCTOR OF EDUCATION. in the subject. EARLY CHILDHOOD EDUCATION.

at the. UNIVERSITY OF SOUTH AFRICA. SUPERVISOR: Professor E.M. LENYAI. September. Improving the teaching and learning of science and technology in South Africa: congruence between North West science teachers and science Expo students. [Thesis]. University of Cape Town,Faculty of Humanities,School of Education, [cited yyyy month dd].

The teaching of mathematics in South African schools is among the worst in the world. Inthe Trends in International Mathematics and Science .Mathematics and Science Education in Africa’s Transformation.

2 Establish a committee on improving the teaching of mathematics and science to integrate key elements around a central focus on improving teacher effectiveness • 1) Focus on supporting teachers in classrooms: n.