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The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement
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| dc.contributor.author | Mathiba, M.I.
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| dc.contributor.author | Ramorola, M.Z.
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| dc.contributor.editor | Kriek, Jeanne
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| dc.date.accessioned | 2019-12-06T13:06:55Z | |
| dc.date.available | 2019-12-06T13:06:55Z | |
| dc.date.copyright | © 2019 | |
| dc.date.issued | 2019 | |
| dc.identifier.citation | 2019 ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2019, Mopani Camp in Kruger National Park, Mpumalanga, South Africa | en |
| dc.identifier.isbn | 978-1-77615-062-5 | |
| dc.identifier.uri | http://hdl.handle.net/10500/26182 | |
| dc.description.abstract | Effective mathematics teaching is a complex endeavour that requires subject knowledge, the theory and pedagogy of mathematics (Hourigan & Leave, 2010). This investigation explores the experiences of the Foundation Phase (FP) teachers in implementing Curriculum and Assessment Policy Statement in teaching grade 3 mathematics. The learner performance in Mathematics in rural schools of South Africa is a general problem. This has been confirmed by the report of the Annual National Assessment (ANA) results of 2011 and 2012. Precisely Limpopo Province was considered low (25%) in performance as compared to other provinces of South Africa (DBE, 2012). The cause of this poor performance is not well known. Some studies relate poor performance to learners, while others associate it with the pedagogic method and inappropriate teacher professional development (Ramorola & Nyaumwe, 2011). | en |
| dc.language | English | |
| dc.language.iso | en | en |
| dc.publisher | Institute of Science & Technology Education, University of South Africa | en |
| dc.rights | © 2019 Institute for Science and Technology Education (ISTE), University of South Africa | |
| dc.rights | All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review. | |
| dc.title | The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement | en |
| dc.type | Article | en |
| dc.description.department | Institute for Science and Technology Education (ISTE) | en |
