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Investment in Mathematics Education and Curriculum Reform in South Africa: Addressing Inequities and Bridging the Achievement Gap
Abstract
This chapter investigates investment in mathematics education and curriculum reforms in South Africa, with a focus on addressing the disparities and exclusions rooted in historical injustices. The aim is to bridge the gap in mathematics achievement between privileged and underprivileged communities, particularly those previously advantaged and disadvantaged under apartheid. While various funding mechanisms support mathematics education in developed countries, access to financial and human resources remains a significant barrier to improving mathematics learning in developing countries like South Africa (Reddy, 2005). The chapter explores key issues including educational inequities, curriculum reform, investment strategies, and challenges in mathematics education. It also reviews interventions aimed at improving mathematics achievement. The chapter concludes by recommending a comprehensive strategy that incorporates inclusive practices, equitable resource allocation, and policy reform to address persistent inequalities in mathematics education.
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