By Hamilton W.R.
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Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments. South African Journal of Childhood Education, 3(2), 131–143. Hoadley, U. (2012). What do we know about teaching and learning in South African primary schools? Education as Change, 16(2), 187–202. , & Ensor, P. (2009). Teachers’ social class, professional dispositions and pedagogic practice. Teaching and Teacher Education, 25(6), 876–886. 014. Hoadley, U. (2007).
In an international context of accountability and performativity, building knowledge on progression for learners across contexts is of tremendous value, and particularly significant when pressure from national governments, and South Africa is no exception here, is on relatively instant improvements in performance. Part III chapters focus on issues of language and learning, so critical in a multilingual context like South Africa, where, as noted, English remains, indeed becomes increasingly hegemonic, as the language of access to social and economic goods.
In the South African landscape, the large- scale systemic Annual National Assessment (ANA) is a relatively recent introduction, having only been run at scale since 2011. The Government introduced the ANA to monitor and improve the levels of educational outcomes in the schooling system with aims encompassing the following: (1) to expose teachers to better assessment practices, (2) to make it easier M. Weitz (*) • H. Venkat University of the Witwatersrand, Johannesburg, South Africa © The Author(s) 2017 M.