Search results for author:"Hamsa_Venkat"
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What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007
International Journal of Educational Development Vol. 41, No. 1 (March 2015) pp. 121–130
There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by...