Abstract
This paper describes, analyses and locates policy developments and teacher-related initiatives in mathematics education within the broader educational and policy context of a South Africa in transition. Although the crisis created by years of educational inequality and neglect is immense, these developments go some way towards creating a mathematics education community and resource which could make an impact on the crisis. The teacher focus in the paper arises out of the specific recognition that teacher involvement is the basis of curriculum renewal.
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Adler, J. Mathematics teachers in the South African transition. Math Ed Res J 6, 101–112 (1994). https://doi.org/10.1007/BF03217266
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DOI: https://doi.org/10.1007/BF03217266