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Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question. There is a confluence of challenges facing the mathematics education community in South Africa: poor conceptual understanding of mathematics amongst teachers; poor attainment in Primary Teacher Education mathematics tests at both first and fourth year levels; and few initial teacher education programmes having evidence of improving knowledge for teaching mathematics. In addition, few lecturers in initial teacher education make explicit the theoretical tenets informing their course design for mathematics. In response to the latter challenge, this paper makes explicit the design choices made in the Emergent Number Sense first year mathematics module in Bachelor of Education degrees, used across six universities in South Africa. It then theorises the choice to commence the B.Ed mathematics programmes with two pathways into number knowledge: (1) a counting pathway, making use of discrete objects or events which can be quantified by counting in ones; and (2) a measurement pathway, making use of continuous extents which can be quantified by introducing a unit of measurement. Each has a distinct metaphor, strategy for the reification of the 10 and supporting representation. This offers the lecturers using the course in their own design trials, and initial teacher educators beyond the Maths4Primary Teachers collective, a conceptual framework for this design choice, which can now be critiqued and further improved. [ABSTRACT FROM AUTHOR]

In this paper the fairness of some methods of allocating seats in a proportional representation (PR) voting system is investigated. Different PR systems are in use throughout the democratic world, but the primary focus here is the method used in South Africa, namely the largest remainder method with a Droop quota. It is shown that as the number of parties increases, the number of lost votes (votes not used to allocate seats) increases when using this method. Other existing allocation methods are discussed and compared with each other as well as with three optimisation methods (based on mathematical programming) introduced in this paper. Applying these mathematical programming methods results in allocations that are more fair than the existing methods of seat allocation, if South African voting data are used. These mathematical models attempt to minimise a number of different measures of the deviation between the actual percentage of votes received and the percentage of seats allocated to a certain party. Ideally this deviation should be zero, but due to the discrete nature of seats this is virtually impossible to achieve. [ABSTRACT FROM AUTHOR]

While the meaning of democracy remains multi-faceted centuries after the concept was first conceived of and subsequently formulated, democratic principles have spread to the extent of bringing about democratisation in all fields of education. Thus, with this study we sought to examine the popular conception of democracy in mathematics-education programmes at South African universities. A qualitative research approach and a case study research design were used in this study. Six mathematics teacher educators and 75 second-to fourth-year mathematics education student teachers from 3 different universities constitute the sample for the study. The findings from the study revealed that participants had a contested notion of democracy, since the majority understood it as involving deliberative participation, a shared decision-making process, as well as freedom of expression. Based on the findings of the study, it was concluded that participants were aware of what democracy should look like and were willing to live according to democratic tenets. This understanding was, however, greatly influenced by their experiences and way of life in a democratic South Africa. [ABSTRACT FROM AUTHOR]