- AutorIn
- Willy Mwakapenda
- Titel
- New Forms of Assessment in the South African Curriculum Assessment Guidelines: What Powers do Teachers Hold?
- Zitierfähige Url:
- https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa-80726
- Quellenangabe
- Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 436 - 439
- Quellenangabe
- Proceedings of the tenth international conference Models in developing mathematics education
- Abstract (EN)
- This article opens up a discussion on the power that teachers have in mathematics curriculum at the Further Education and Training level. It is related to the general question: who holds the power in school mathematics education in South Africa? To what extent is the teacher given an opportunity to exercise their power in mathematics assessment? If the teacher is given power, what does that power allow teachers to do, and under what conditions does this happen? The case of mathematics is presented here to illustrate the above complex questions of teacher power in new forms of assessment in the curriculum.
- Freie Schlagwörter (DE)
- Mathematikunterricht, Einschätzung, Lehrerwirksamkeit, Lehrplan-Politik
- Freie Schlagwörter (EN)
- mathematics education, assessment, teacher power, curriculum policy
- Klassifikation (DDC)
- 510
- Klassifikation (RVK)
- SD 2009
- Herausgeber (Institution)
- HTW Dresden
- URN Qucosa
- urn:nbn:de:bsz:14-qucosa-80726
- Veröffentlichungsdatum Qucosa
- 07.05.2012
- Dokumenttyp
- Konferenzbeitrag
- Sprache des Dokumentes
- Englisch
- Lizenz / Rechtehinweis