RESEARCHING MATHEMATICS EDUCATION IN SOUTHERN AFRICA
Perspectives, Practices and Possibilities
Edited by Renuka Vithal, Jill Adler and Christine Keitel
210mm X 148mm
0 7969 2047 8
The last decade has seen significant reform in the South African mathematics curriculum and the mathematics education research community has also grown markedly.
Drawing on the proceedings from nearly a decade of the South African Association for Research in Mathematics Science and Technology Education (SAARMSTE) conferences, this book reflects on the theoretical and ideological work that has contributed to the growth of mathematics education research in South Africa.
Originating from the need to stimulate, record and extend such research, the volume also provides an historical analysis of forces that changed and shaped mathematics curricula over the years. Research themes explored include: assessment; issues of language; aspects of radical pedagogy and progressive classroom practices; ethnomathematics; teacher education; and South Africa mathematics education research within both its local and international contexts.
The contributors to this volume are located across a wide range of institutional settings and they address a diversity of interests and concerns, exploring and extendfing new directions in mathematics education research, particularly within the changing landscape of post-apartheid South Africa.
The editors of this collection argue that a new agenda in mathematics education research needs to be debated in order to better understand the connections between curriculum research, reform, policy and practice. This publication may be considered an initial movement in this direction as it attempts to capture the broad range of research being done in mathematics education in South Africa.
Dr Renuka Vithal is Associate Professor in the School of Educational Studies at the University of KwaZulu-Natal.
Professor Jill Adler holds the Chair of Mathematics Education in the School of Education at the University of the Witwatersrand.
Professor Christine Keitel is professor of mathematics education in the Department of Education and Psychology at Freie Universitaet in Berlin.
In addition to the three editors, contributors to the volume include Professors John Volmink, Paul Laridon, Anandhavelli Naidoo, Chris Breen and Paula Ensor, and scholars and researchers Karin Brodie, Craig Pournara, Mamkgethi Setati, Mogege Mosimege, David Mogari, Cassius Lubisi, Mellony Graven, Willy Mwakapenda, Jaamiah Galant and Bheki Khuzwayo.