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(2018) Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer.
Themes in mathematics teacher professional learning research in South Africa
a review of the period 2006–2015
Mdutshekelwa Ndlovu
pp. 385-399
In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers' professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.
Publication details
DOI: 10.1007/978-3-319-72170-5_22
Full citation:
Ndlovu, M. (2018)., Themes in mathematics teacher professional learning research in South Africa: a review of the period 2006–2015, in G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (eds.), Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer, pp. 385-399.
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