Home ▶ Vol 39, No 1 (2018) ▶ Umugiraneza

 

1. Optimising the content and pedagogy of the mathematics curriculum in vocational education in an information technology environment
Meng Wang, Yaping Hu, Jianxin Liu
Applied Mathematics and Nonlinear Sciences  vol: 10  issue: 1  year: 2025  
doi: 10.2478/amns-2025-0034

2. Investigating teachers’ technological pedagogical content knowledge in teaching mathematics in Rwanda secondary schools
Etienne Nzaramyimana, Odette Umugiraneza
Education and Information Technologies  vol: 29  issue: 11  first page: 13367  year: 2024  
doi: 10.1007/s10639-023-12403-2

3. Comparing the Use of Educational Technology in Mathematics Education between South African and German Schools
Petronella Elize Saal, Marien Alet Graham
Sustainability  vol: 15  issue: 6  first page: 4798  year: 2023  
doi: 10.3390/su15064798

4. Chinese mathematics teachers’ use of digital technologies for instruction: A survey study
Xiangquan Yao, Jing Zhao
Eurasia Journal of Mathematics, Science and Technology Education  vol: 18  issue: 8  first page: em2135  year: 2022  
doi: 10.29333/ejmste/12209

5. The Role of Technology in Higher Education : Exploring Current Trends and Challenges in Life Sciences Teaching and Learning
Thaware Vivek Hanmantrao
International Journal of Scientific Research in Science and Technology  vol: 11  issue: 2  first page: 669  year: 2024  
doi: 10.32628/IJSRST24112119

6. In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review
Huu Tong Duong, Minh Dung Tang, Xuan Mai Vo, Tien-Trung Nguyen, Muhammad Noor Kholid, Nga Thi Hoang, Phuong Uyen Bui, Minh Triet Viet Le
Contemporary Educational Technology  vol: 17  issue: 4  first page: ep598  year: 2025  
doi: 10.30935/cedtech/17321

7. Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics
Jayaluxmi Naidoo, Shamilla Hajaree
South African Journal of Childhood Education  vol: 11  issue: 1  year: 2021  
doi: 10.4102/sajce.v11i1.846

8. Infographics and their applications in the hybrid learning process
Ahmet KUMAŞ
Acta Didactica Napocensia  vol: 15  issue: 2  first page: 230  year: 2022  
doi: 10.24193/adn.15.2.15

9. Application of interactive software in classrooms: a case of GeoGebra in learning geometry in secondary schools in Uganda
Marjorie Sarah Kabuye Batiibwe
Discover Education  vol: 3  issue: 1  year: 2024  
doi: 10.1007/s44217-024-00291-8

10. Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate
Ira Raveh, Irit Lavie, Iris Wagner-Gershgoren, Shirley Miedijensky, Ruti Segal, Anat Klemer
Eurasia Journal of Mathematics, Science and Technology Education  vol: 21  issue: 1  first page: em2565  year: 2025  
doi: 10.29333/ejmste/15803

11. Moderating effect of innovation consciousness and quality consciousness on intention-behaviour relationship in E-learning integration
C. T. Olugbara, S. N. Imenda, O. O. Olugbara, H. B. Khuzwayo
Education and Information Technologies  vol: 25  issue: 1  first page: 329  year: 2020  
doi: 10.1007/s10639-019-09960-w

12. ICT in mathematics education: an HLM analysis of achievement, access to and use of ICT by African Middle School Students
Catherine Namome, Maglin Moodley
SN Social Sciences  vol: 1  issue: 9  year: 2021  
doi: 10.1007/s43545-021-00230-6

13. A reflection on the ‘non-place’ character of German foreign language (GFL) courses and coursebooks in South African higher education
Thuthukile Jita, Paul Nwati Munje
The Independent Journal of Teaching and Learning  vol: 15  issue: 2  first page: 107  year: 2024  
doi: 10.17159/g40nf324

14. The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-solution Tasks
Sfiso Cebolenkosi Mahlaba
Eurasia Journal of Mathematics, Science and Technology Education  vol: 16  issue: 12  first page: em1921  year: 2020  
doi: 10.29333/ejmste/9279

15. Changing pedagogy in rural secondary schools through the technology, pedagogy, content, and spaces (TPeCS) knowledge framework
Lindiwe C. Mthethwa
South African Journal of Education  vol: 43  issue: Supplement 1  first page: S1  year: 2023  
doi: 10.15700/saje.v43ns1a2413

16. Exploring Teachers' Perceptions of GeoGebra's Usefulness for Learning Limits and Continuity: A Gender Perspective
Jean Pierre Alpha Munyaruhengeri, Odette Umugiraneza, Jean Baptiste Ndagijimana, Theoneste Hakizimana
Social Sciences & Humanities Open  vol: 11  first page: 101412  year: 2025  
doi: 10.1016/j.ssaho.2025.101412

17. Teaching Mathematics with Digital Technologies: A Situational Analysis of High School Teachers’ Experiences in Ghana
Emmanuel Agyei, Douglas Darko Agyei, Isaac Benning
African Journal of Research in Mathematics, Science and Technology Education  vol: 28  issue: 1  first page: 57  year: 2024  
doi: 10.1080/18117295.2023.2265241

18. Mathematics Teachers’ Perceptions on the Use of Technological Tools in Teaching and Learning Practices in Selected Rwandan Secondary Schools
Martin Bazina, Servilien Bimenyimana, Magnifique Idahemuka
African Journal of Empirical Research  vol: 5  issue: 3  first page: 813  year: 2024  
doi: 10.51867/ajernet.5.3.69

19. Integrating Educational Technology in Mathematics Education in Economically Disadvantaged Areas in South Africa
Petronella Elize Saal, Marien Alet Graham, Linda van Ryneveld
Computers in the Schools  vol: 37  issue: 4  first page: 253  year: 2020  
doi: 10.1080/07380569.2020.1830254

20. Examining information and communication technology use in public primary schools in South Africa from the capability approach
Lebohang Mahlo, Zayd Waghid
The Journal for Transdisciplinary Research in Southern Africa  vol: 18  issue: 1  year: 2022  
doi: 10.4102/td.v18i1.1201