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An in-service programme for introducing an ethno-mathematical approach to mathematics teachers/ David Mogari

By: Material type: TextTextSeries: Africa education review ; Volume 11 , number 3 ,Pretoria: Unisa Press and Routledge, 2014Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 1814-6627
Subject(s): Online resources: Summary: The article profiles an in-service programme used to introduce a group of 22 high school mathematics teachers to an ethno-mathematical approach. The programme was built on an ongoing district-wide teacher development initiative organized and facilitated by the mathematics district official on a monthly basis. The programme took place over six months and consisted of three workshops, monthly cluster meetings and classroom visits. All the activities were carried out by various mathematics education practitioners. The results showed the varying degrees of impact of the in-service programme on the teachers.
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Holdings
Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections L81.A.33 AFR (Browse shelf(Opens below)) Vol 11, No 3 pages 348-365 SP22019 Not for loan For In-house use only

The article profiles an in-service programme used to introduce a group of 22 high school mathematics teachers to an ethno-mathematical approach. The programme was built on an ongoing district-wide teacher development initiative organized and facilitated by the mathematics district official on a monthly basis. The programme took place over six months and consisted of three workshops, monthly cluster meetings and classroom visits. All the activities were carried out by various mathematics education practitioners. The results showed the varying degrees of impact of the in-service programme on the teachers.

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