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Cited by 150Mathematics Education and Teaching TechniquesTeacher Education and AssessmentsMathematics Education and Programs

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

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

Venkat, Hamsa, Spaull, Nic·2015·International Journal of Educational Development
DOI 10.1016/j.ijedudev.2015.02.002
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Crossref · 10.1016/j.ijedudev.2015.02.002

Cites

1 of 1 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 15

  1. Ally, 2013, Opportunities to develop mathematical proficiency in grade 6 mathematics classrooms in KwaZulu-Natal, Perspect. Educ., 31, 106
  2. Ball, 2008, Content knowledge for teaching: what makes it special?, J. Teach. Educ., 59, 389, 10.1177/0022487108324554 · DOI · Paper page
  3. Borko, 2004, Professional development and teacher learning: mapping the terrain, Educ. Res., 33, 3, 10.3102/0013189X033008003 · DOI · Paper page
  4. Conference Board of the Mathematical Sciences, 2001
  5. Council on Higher Education, 2010, vol. 11
  6. Ensor, 2009, Specialising pedagogic text and time in foundation phase numeracy classrooms, J. Educ., 47, 5
  7. Hoadley, 2006, Analysing pedagogy: the problem of framing, J. Educ., 40, 15
  8. Murimba, 2005, The Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ): mission, approach and projects, Prospects, XXXV
  9. Prestage, 2001, Models and super-models: ways of thinking about professional knowledge in mathematics teaching, Res. Math. Educ., 3, 101, 10.1080/14794800008520087 · DOI
  10. Reeves, 2005, Picking up the pace: variation in the structure and organization of learning school mathematics, J. Educ., 37, 103
  11. Silverman, 2008, Toward a framework for the development of mathematical knowledge for teaching, J. Math. Teach. Educ., 11, 499, 10.1007/s10857-008-9089-5 · DOI
  12. Sorto, 2011, The teaching quality of mathematics lessons in South African schools, J. Educ., 51, 1
  13. Spaull, 2013, Poverty & priviledge: primary school inequality in South Africa, Int. J. Educ. Dev., 33, 436, 10.1016/j.ijedudev.2012.09.009 · DOI · Paper page
  14. Van der Sandt, 2003, Grade 7 teachers’ and prospective teachers’ content knowledge of geometry, S. Afr. J. Educ., 23, 199
  15. Venkat, 2012, Coherence and connections in teachers’ mathematical discourses in instruction, Pythagoras, 33, 25, 10.4102/pythagoras.v33i3.188 · DOI

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Metadata

Authors
Venkat, H., & Spaull, N.
Affiliations
University of the Witwatersrand (ZA)
Corresponding author
Venkat, Hamsa
ORCID
Venkat, Hamsa
Venue
International Journal of Educational Development
Publisher
Elsevier BV
Published
2015-03
Volume
41
Pages
121-130
ISSN
0738-0593 (ISSN-L)
DOI
10.1016/j.ijedudev.2015.02.002
OpenAlex
W2061370111
Cited by
150
References
1
Citations by year
2026: 9 · 2025: 8 · 2024: 13 · 2023: 10 · 2022: 13 · 2021: 14 · 2020: 22 · 2019: 18 · 2018: 14 · 2017: 13 · 2016: 9 · 2015: 5
FWCI
68.31
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • International Journal of Educational Development (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • University of the Witwatersrand, Johannesburg Institutional Repository on DSpace (University of the Witwatersrand, Johannesburg) (submittedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Mathematics Education and Programs
Keywords
mathematics content knowledge, primary school teachers, mathematics teacher education, teacher knowledge assessment, sixth grade mathematics, South Africa

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