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This paper examines whether tobacco expenditure leads to the crowding out or crowding in of different expenditure items in South Africa. We apply genetic matching to expenditure quartiles of the 2010/2011 South African Income and Expenditure Survey. Genetic matching is a more appealing approach for dealing with the endogeneity of tobacco expenditure that often plagues studies using systems of demand equations. Further, genetic matching provides transparent measures of covariate balance giving the analyst objective means of assessing match success. We find that the poorest tobacco consuming households in South Africa consistently allocate smaller budget shares towards food items than non-smoking households. Specifically, we find that dairy, fruits, nuts and oils are displaced in favour of tobacco expenditure in the two poorest quartiles. Unsurprisingly, food items are never displaced for households in the top two quartiles, given these households’ greater access to resources. Like other studies in the literature, we find that tobacco expenditure consistently crowds-in alcohol across all quartiles confirming the strong complementarities between the two. [ABSTRACT FROM AUTHOR]

There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed. [ABSTRACT FROM AUTHOR]

Algebra is a key course in the secondary mathematics curriculum. As a prerequisite for post-secondary mathematics, science and engineering courses, it is considered a gateway course. Since mathematical knowledge for teaching involves more than content knowledge algebra, teachers must be able to do more than successfully complete algebraic problems. They should understand algebra deeply and flexibly so that they are able to mediate students’ ideas, make choices about representations of content and modify curriculum materials. Yet, little is known about how certain groups view algebra and its teaching. In order to determine the beliefs held by a group of South African mathematics teachers with historically disadvantaged backgrounds teaching in schools that were previously segregated through Apartheid, this paper reports on what the group felt are the most important features of algebra. [ABSTRACT FROM PUBLISHER]