Abstract
This chapter provides a commentary on the Mathematics Education and Numeracy Chairs initiative in South Africa. The discussion is located, in the first instance, in the context of primary mathematics as an under-researched field in South Africa, and further in the ways in which South African research in this area speaks to and informs broader contexts of Research and Development (R&D) in developing contexts, marked as they typically are, by scarce and inequitable distribution of resources. In particular, the discussion engages with the question of what the ‘local’ research presented in this book, focused as it is on teaching and learning in ‘schools for the poor’ in South Africa, might offer the global community.
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Adler, J. (2017). Intervening in the Learning and Teaching of Numeracy in Contexts of Poverty. In: Graven, M., Venkat, H. (eds) Improving Primary Mathematics Education, Teaching and Learning. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52980-0_1
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DOI: https://doi.org/10.1057/978-1-137-52980-0_1
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