Show simple item record Hlatshwayo, Phillip 2023-10-30T10:02:19Z 2023-10-30T10:02:19Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023) en_US
dc.description.abstract Several decades into having become a democratic state, the proclamation “What is the use of teaching the Bantu child mathematics when he cannot use it in practice" (Verwoerd, 1953 cited in Clark & Worger, 2004, p.48) haunts the mathematics classroom and its curriculum reform. Drawing from the ideas of Althusser’s ideological state apparatus and critical discourse analysis, this article argues the non-causal inference of Verwoerd’s mathematics ideological construct on the current mathematics education reforms. Significant discussions and efforts have been dedicated to improving basic mathematics education in South Africa, but many of these discussions and efforts have yielded inadequate outcomes. Policies in basic mathematics education have inadequately addressed the challenges faced in the mathematics classroom. This article critically reflects on Verwoerd’s ideological edict and how it has indirectly shaped and continues to shape the culture and the state of mathematics teaching and learning and how the culture has translated into education policies. en_US
dc.format.extent 12 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Bantu Education en_US
dc.subject Culture en_US
dc.subject Ideology en_US
dc.subject Discourse en_US
dc.subject Policy en_US
dc.subject.lcsh Education and state en_US
dc.subject.lcsh Bantu-speaking peoples -- Education en_US
dc.title The indelible Verwoerd’s edicts : a critical review of their indirect impact on South African basic mathematics education reforms en_US
dc.type Article en_US

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