The research explores the practice of mathematics teaching in Malawian primary schools – such as its relevance, teacher’s mathematical knowledge, assessment practices and teaching styles in massive classes – as well as the context in which it takes place – including languages used, attitudes towards gender, ideas of the purpose of education, massive class sizes but high dropout rates. It also draws together the policy documentation related to all these issues, such as government policies, the official curriculum and textbooks, and explores the extents to which policy influences practice, and practice determines policy. It concludes with a simple model suggesting that policy, properly conceived and implemented, might help overcome some of the constraints that presently overwhelm the system.
| Identifer | oai:union.ndltd.org:ADTP/234907 |
| Date | January 2009 |
| Creators | Lowe, Ian Roy |
| Publisher | Monash University. Faculty of Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Open Access: eThesis may be made available for publication online immediately., This thesis is protected by copyright. Copyright in the thesis remains with the author. The Monash University Arrow Repository has a non-exclusive licence to publish and communicate this thesis online. |
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