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vol.35 número1Home and school resources as predictors of mathematics performance in South AfricaA comparative analysis of South African Life Sciences and Biology textbooks for inclusion of the nature of science índice de autoresíndice de assuntospesquisa de artigos
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South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

BANSILAL, Sarah; WEBB, Lyn  e  JAMES, Angela. Teacher training for mathematical literacy: A case study taking the past into the future. S. Afr. j. educ. [online]. 2015, vol.35, n.1, pp.01-10. ISSN 2076-3433.

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.

Palavras-chave : contextual attributes; mathematical literacy; reflection; teacher training.

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