Abstract
Black South African students have a poor success rate in school leaving mathematics examinations. Attempts have been made to shift teachers' practices from teacher-centredness to learner-centredness, in Black schools, in order to improve the situation. So far, the attempts failed to yield the desired results. This paper reports on the findings of a study that aimed at learning from students and teachers in Black schools, as to what classroom practices lead to success in school mathematics, in their impoverished context.
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Nkhoma, P.M. What successful black South African students consider as factors of their success. Educational Studies in Mathematics 50, 103–113 (2002). https://doi.org/10.1023/A:1020509528995
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DOI: https://doi.org/10.1023/A:1020509528995