National performance assessment in a south african context: A case study of issues of classroom implementation and task design

African Journal of Research in Mathematics, Science and Technology Education

Volumn 12, Issue , 2008, Pages 77-91

  Bansilal, Sarah ^a   Wallace, John ^b  

^a UNIVERSITY OF KWAZULU NATAL   (South Africa)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85012080000     PISSN: 24697656     EISSN: 18117295     Source Type: Journal    
DOI: 10.1080/10288457.2008.10740643     Document Type: Article

References (14)

1. Bansilal, S., (2006). South African grade 9 mathematics teachers' professional expertise:A situative perspective. Unpublished doctoral thesis. Curtin University of Technology, Perth, Australia.
2. Boaler, J., (1993). The role of contexts in the mathematics classroom:do they make mathematics more real? For the Learning of Mathematics, 13 (2), 12–17
3. Chisholm, L., Volmink, J., Ndhlovu, T., Potenza, E., Mahomed, H., Muller, J., Lubisi, C., Vinjevold, P., Ngozi, L., Malan, B., & Mphahlele, L., (2000). A South African curriculum for the twenty first century. Report of the Review Committee on Curriculum 2005. Pretoria, South Africa.
4. Clark, J., & Linder, C., (2006). Changing teaching, changing times. Lessons from a South African township classroom. Rotterdam:Sense Publishers.
5. Cooper, B., & Dunne, M., (1998). Anyone for tennis? Social class differences in children's responses to national curriculum' mathematics testing. The Sociological Review, 46 (1), 115–148.
6. Cooper, B., & Harries, T., (2003). Children's use of realistic considerations in problem solving:some English evidence. Journal of Mathematical Behaviour, 22, 451–465.
7. Department of Education. (1997). Curriculum 2005:Lifelong learning for the 21st century. Unpublished.Pretoria, South Africa:DoE.
8. Department of Education, (2002). A draft framework for the development of common tasks for assessment (CTA). Unpublished. Pretoria, South Africa:DoE.
9. Halliday, M.A.K., (1993). Some grammatical problems in scientific English. In M.A.K., Halliday & J.R., Martin (Eds.), Writing science:Literacy and discursive power (pp. 69–85). London:Falmer.
10. Mattson, E., & Harley, K., (2003). Teacher identities and strategic mimicry in the policy/practice gap. In K., Lewin, M., Samuel & Y., Sayed (Eds.), Changing patterns of teacher education in South Africa (pp. 284–305). Cape Town, South Africa:Heinemann.
11. Moschkovich, J.N., (2002). Bringing together workplace and academic mathematical practices during classroom assessments. In M.E., Brenner & J.N., Moschovich (Eds.), Everyday and academic mathematics in the classroom (pp. 93–110). Reston, VA:National Council of Teachers of Mathematics.
12. Rogan, J. M., & Grayson, D., (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, 25 (10), 1171–1204.
13. Taylor, N., & Vinjevold, P., (1999). (Eds.). Getting learning right. Report of the President's Education Initiative Research Project. Pretoria, South Africa. Joint Education Trust.
14. William, D., (1997). Relevance as macguffin in mathematics education. Paper presented at the annual conference of the British Educational Research Association Conference, York.