Lost your password? Please enter your username or email address. You will receive a link to create a new password via email.Lost your password? Please enter your username or email address. You will receive a link to create a new password via email.Because maths is difficult and the curriculum is heavy, a clearer focus and reinforced practice seem to work better for producing a good result, at least in the short run.
In the 18th century, maths was offered at the senior level of secondary schools and vocational training but only for upper social strata. In the second half of the 20th century, maths education was extended to lower secondary and primary schools, as well as to girls and those with low social status.
Underneath the surface difference, we notice commonality between the two countries. For example, both have had long traditions with maths. In South Africa, maths concepts and patterns are embedded in beadwork and decorative geometric patterns. We also looked into the practice in the foundation phase. It is well known that early numeracy and later maths achievements are correlated. So, we selected samples of different kinds of schools: public no fee, public fee charging and private schools in South Africa, and public and private schools in China . We approached teachers, parents and officials in education departments.
Again, all parents assist with homework, but some South African parents report this to be challenging, both in terms of content and competing commitments or responsibilities, so they often incorporate maths concepts more informally, for example during shopping. What is more interesting, however, is our discovery of the similarity between South African private schools and Chinese schools. Teachers do not shy away from control and do not insist that students figure out solutions themselves. They are less concerned about making maths fun.
Source: Education Headlines (educationheadlines.net)
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