An In-Service Programme for Introducing an Ethno-Mathematical Approach to Mathematics Teachers

Autor/in	Mogari, David
Titel	An In-Service Programme for Introducing an Ethno-Mathematical Approach to Mathematics Teachers
Quelle	In: Africa Education Review, 11 (2014) 3, S.348-364 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2014.934992
Schlagwörter	Mathematics Instruction; High Schools; Secondary School Teachers; Mathematics Teachers; Teaching Methods; Workshops; Faculty Development; Inservice Teacher Education; Program Effectiveness; Relevance (Education); Teacher Attitudes; Foreign Countries; Culturally Relevant Education; Observation; Barriers; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; Oberschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Lehrerfortbildung; Relevance; Relevanz; Lehrerverhalten; Ausland; Beobachtung; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01