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Author

T. Mthethwa

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Open access Sep 2026

Decolonising the curriculum: Revitalising mathematics education in Post-Schooling South Africa

Decolonising the curriculum has emerged as a critical imperative in South African higher education, particularly within mathematics education, where colonial legacies have historically privileged Western epistemologies while marginalising African knowledge systems. Despite mathematics often being portrayed as neutral a...

T. Mthethwa, A. Msomi · 0 citations
Review Open access Aug 2026

Advancing Inclusive Mathematics Teacher Education: A Systematic Review of Universal Design for Learning Integration

Global curriculum reforms increasingly prioritise inclusive teacher preparation, positioning Universal Design for Learning (UDL) as a key framework for advancing equitable mathematics education. This systematic review explores how UDL is integrated into mathematics teacher education globally, assesses the effectiveness...

F. Egara, Moeketsi Mosia, M. Moleko et al. · 0 citations

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