Presenting an empirical study of student mathematics learning in
sixth grade classrooms, this unique reference examines two school
systems shaped by different political histories on either side of
the Botswana-South Africa border. The analysis underscores the
capacity of teachers--how they teach, how much they teach, and what
they teach. This wealth of detail offers much greater insight than
previous research into why students seem to be making larger gains
in the classrooms of southeastern Botswana than in those of the
northwest province of South Africa. Rather than identifying a
single major factor to explain this difference, this volume reveals
a composite of interrelated variables revolving around teachers'
mathematics knowledge as well as their capacity to teach the
subject, contending that they're crucial to improving education in
both regions. Extensively researched, this survey delivers a
much-needed and hopeful message: good teachers can make a
difference in student learning.
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