Pedagogical and Social Transformations in Post-Apartheid Mathematics Education
DOI:
https://doi.org/10.38140/ijss-2024.vol4.s1.01Keywords:
Post-apartheid, mathematics education, social transformations, South AfricaAbstract
This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body of knowledge and deepening practitioners' understanding of its impact.
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Copyright (c) 2024 Hlamulo Wiseman Mbhiza, Zingiswa Jojo
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