Abstract
The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Similarity does not imply being totally identical, but rather demonstrates which teachers responses between South Africa and each of the countries might have the same structure after the statistical analysis. The differences in teachers’ beliefs between South Africa and all the countries provided vital information about the scope of possible classroom practice and teachers’ inclination to different teaching approaches.
Highlights
The achievement of learners in mathematics continues to attract attention from the general public, policymakers and researchers globally (Mullis et al, 2004)
The analysis results revealed that the number of sampled schools in 71% of the countries was higher than the Trends in Mathematics and Science Study (TIMSS) sampling strategy of 150 schools
It should be noted that the results of the TIMSS analysis are not based on the number of sampled schools but rather on the number of learners who were taught by teachers who completed the teacher questionnaire
Summary
The achievement of learners in mathematics continues to attract attention from the general public, policymakers and researchers globally (Mullis et al, 2004). Looking at the underlying importance of mathematics to educational and economic opportunities, emphasising this subject is unavoidable and of great importance. The low levels of learner performance in mathematics and science remain a serious concern for different countries worldwide (Mullis, Martin, Foy, & Arora, 2012). Schooling systems worldwide are faced with major challenges concerning the instruction and learning of mathematics in the entire education system. White (1987), as quoted by Watanabe 201), stated that policymakers and researchers could use well-performing countries as a reflection “but not as a blueprint.” Watanabe (2001) argued White (1987), as quoted by Watanabe (2001, p. 201), stated that policymakers and researchers could use well-performing countries as a reflection “but not as a blueprint.” Watanabe (2001) argued
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