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

Resource type
Journal Article
Authors/contributors
Title
What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007
Abstract
There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.
Publication
International Journal of Educational Development
Volume
41
Pages
121-130
Date
03/2015
Journal Abbr
International Journal of Educational Development
Language
en
ISSN
07380593
Short Title
What do we know about primary teachers’ mathematical content knowledge in South Africa?
Accessed
15/05/2020, 12:08
Library Catalog
DOI.org (Crossref)
Extra
shortDOI: 10/gfw2sk
Citation
Venkat, H., & Spaull, N. (2015). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. International Journal of Educational Development, 41, 121–130. https://doi.org/10.1016/j.ijedudev.2015.02.002