NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084836
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1467-5986
Exploring South African Mathematics Teachers' Experiences of Learner Migration
Robertson, Sally-Ann; Graven, Mellony
Intercultural Education, v26 n4 p278-295 2015
This paper focuses on patterns of post-apartheid learner migration between schools previously segregated along racial lines. South Africa's shift away from cultural and linguistic isolationism and the ways this has impacted educational arrangements in this country, most particularly in relation to the language of learning and teaching, affects mathematics teaching and learning in complex ways. We focus on how changes in the demographic make-up of some schools have affected the teaching and learning of mathematics by drawing on two case study vignettes in historically different schools. The vignettes are used to illuminate our discussion and to raise key questions requiring further research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A