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The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.

This project report addresses the first of the outcomes of the project:

A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.

University of the Witwatersrand School of Education
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