n South African Journal of Education - Teacher training for mathematical literacy : a case study taking the past into the future
|Article Title||Teacher training for mathematical literacy : a case study taking the past into the future|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Affiliations||1 University of KwaZulu-Natal, 2 University of KwaZulu-Natal and 3 Nelson Mandela Metropolitan University|
|Publication Date||Feb 2015|
|Pages||1 - 10|
|Keyword(s)||Contextual attributes, Mathematical literacy, Reflection and Teacher training|
ISI Social Science
With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.
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