Section Details


Original Research

 
Issue Title
 
Vol 39, No 1 (2018) Tracking Grade 10 learners’ geometric reasoning through folding back Abstract   HTML   EPUB   XML   PDF
Samuel Mabotja, Kabelo Chuene, Satsope Maoto, Israel Kibirige
 
Vol 39, No 1 (2018) ‘Eighteen hands high’: A narrative reading of Animal Farm from a mathematical perspective Abstract   HTML   EPUB   XML   PDF
Liveness Mwale, Willy Mwakapenda
 
Vol 39, No 1 (2018) Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools Abstract   HTML   EPUB   XML   PDF
Odette Umugiraneza, Sarah Bansilal, Delia North
 
Vol 39, No 1 (2018) Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics Abstract   HTML   EPUB   XML   PDF
Million Chauraya, Karin Brodie
 
Vol 39, No 1 (2018) Mathematical sense-making through learner choice Abstract   HTML   EPUB   XML   PDF
Piera Biccard
 
Vol 39, No 1 (2018) Students’ understanding of geometry terminology through the lens of Van Hiele theory Abstract   HTML   EPUB   XML   PDF
Jogymol Alex, Kuttickattu J. Mammen
 
Vol 39, No 1 (2018) Affordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany Abstract   HTML   EPUB   XML   PDF
Kathryn Mellor, Robyn Clark, Anthony A. Essien
 
Vol 39, No 1 (2018) Metacognitive awareness and visualisation in the imagination: The case of the invisible circles Abstract   HTML   EPUB   XML   PDF
Divan Jagals, Martha van der Walt
 
Vol 39, No 1 (2018) Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning Abstract   HTML   EPUB   XML   PDF
Meshack Moloi, Anil Kanjee
 
Vol 39, No 1 (2018) The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations Abstract   HTML   EPUB   XML   PDF
Onyumbe Okitowamba, Cyril Julie, Monde Mbekwa
 
Vol 39, No 1 (2018) Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof Abstract   HTML   EPUB   XML   PDF
Satsope Maoto, Kwena Masha, Lekwa Mokwana
 
Vol 38, No 1 (2017) Differences in the quality of school-based assessment: Evidence in Grade 9 mathematics achievement Abstract   HTML   EPUB   XML   PDF
Surette van Staden, Puleng Motsamai
 
Vol 38, No 1 (2017) The quantitative literacy of South African school-leavers who qualify for higher education Abstract   HTML   EPUB   XML   PDF
Robert Prince, Vera Frith
 
Vol 38, No 1 (2017) Mentoring as professional development intervention for mathematics teachers: A South African perspective Abstract   HTML   EPUB   XML   PDF
Benita Nel, Kakoma Luneta
 
Vol 38, No 1 (2017) Educating Grade 6 students for higher-order thinking and its influence on creativity Abstract   HTML   EPUB   XML   PDF
Wajeeh Daher, Amal Tabaja-Kidan, Faaiz Gierdien
 
Vol 38, No 1 (2017) How does the grade obtained at school for English and Mathematics affect the probability of graduation at a university? Abstract   HTML   EPUB   XML   PDF
Michael Murray
 
Vol 38, No 1 (2017) The application of the percentage change calculation in the context of inflation in Mathematical Literacy Abstract   HTML   EPUB   XML   PDF
Sarah Bansilal
 
Vol 38, No 1 (2017) The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context Abstract   HTML   EPUB   XML   PDF
Brantina Chirinda, Patrick Barmby
 
Vol 38, No 1 (2017) Pre-service mathematics student teachers’ conceptions of nominal and effective interest rates Abstract   HTML   EPUB   XML   PDF
Judah P. Makonye
 
Vol 38, No 1 (2017) Mathematical errors made by high performing candidates writing the National Benchmark Tests Abstract   HTML   EPUB   XML   PDF
Carol A. Bohlmann, Robert N. Prince, Andrew Deacon
 
Vol 37, No 1 (2016) Proportional reasoning ability of school leavers aspiring to higher education in South Africa Abstract   HTML   EPUB   XML   PDF
Vera Frith, Pam Lloyd
 
Vol 37, No 1 (2016) A square in drag as concrete universal; or, Hegel as a Sketchpad programmer Abstract   HTML   EPUB   XML   PDF
Zain Davis
 
Vol 37, No 1 (2016) Where is the bigger picture in the teaching and learning of mathematics? Abstract   HTML   EPUB   XML   PDF
Satsope Maoto, Kwena Masha, Kgaladi Maphutha
 
Vol 37, No 1 (2016) Investigating the treatment of missing data in an Olympiad-type test – the case of the selection validity in the South African Mathematics Olympiad Abstract   HTML   EPUB   XML   PDF
Caroline Long, Johann Engelbrecht, Vanessa Scherman, Tim Dunne
 
Vol 37, No 1 (2016) Engaging with learners’ errors when teaching mathematics Abstract   HTML   EPUB   XML   PDF
Ingrid Sapire, Yael Shalem, Bronwen Wilson-Thompson, Ronél Paulsen
 
Vol 37, No 1 (2016) Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test Abstract   HTML   EPUB   XML   PDF
Craig Pournara, Jeremy Hodgen, Yvonne Sanders, Jill Adler
 
Vol 37, No 1 (2016) The concepts of area and perimeter: Insights and misconceptions of Grade 10 learners Abstract   HTML   EPUB   XML   PDF
France M. Machaba
 
Vol 36, No 2 (2015) An exploration of learners’ theorems-in-action used in problems on ratio and proportion Abstract   HTML   EPUB   XML   PDF
Patisizwe T. Mahlabela, Sarah Bansilal
 
Vol 36, No 2 (2015) Developing a model for problem-solving in a Grade 4 mathematics classroom Abstract   HTML   EPUB   XML   PDF
Susan Nieuwoudt
 
Vol 36, No 2 (2015) Student mathematical activity as a springboard to developing teacher didactisation practices Abstract   HTML   EPUB   XML   PDF
Piera Biccard, Dirk Wessels
 
Vol 36, No 2 (2015) The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers Abstract   HTML   EPUB   XML   PDF
Verona Leendertz, A. Seugnet Blignaut, Suria Ellis, Hercules D. Nieuwoudt
 
Vol 36, No 2 (2015) A teacher’s engagement with learner errors in her Grade 9 mathematics classroom Abstract   HTML   EPUB   XML   PDF
Aarifah Gardee, Karin Brodie
 
Vol 36, No 2 (2015) Exploring boot camps for ‘gatekeeper’ service courses in mathematics Abstract   HTML   EPUB   XML   PDF
Anita Campbell
 
Vol 36, No 2 (2015) Towards an understanding of students’ thinking in learning new and unfamiliar concepts: Focus on the factorial function Abstract   HTML   EPUB   XML   PDF
Satsope Maoto, Kwena Masha
 
Vol 36, No 1 (2015) Understanding students’ misconceptions: An analysis of final Grade 12 examination questions in geometry Abstract   HTML   EPUB   XML   PDF
Kakoma Luneta
 
Vol 36, No 1 (2015) Investigating learners’ meta-representational competencies when constructing bar graphs Abstract   HTML   EPUB   XML   PDF
Michael Mhlolo
 
Vol 36, No 1 (2015) Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy Abstract   HTML   EPUB   XML   PDF
Marc North, Iben M. Christiansen
 
Vol 36, No 1 (2015) Teacher narratives in making sense of the statistical mean algorithm Abstract   HTML   EPUB   XML   PDF
Erna Lampen
 
Vol 36, No 1 (2015) The relational nature of rational numbers Abstract   HTML   EPUB   XML   PDF
Bruce Brown
 
Vol 35, No 2 (2014) Teacher knowledge of error analysis in differential calculus Abstract   HTML   EPUB   XML   PDF
Eunice K. Moru, Makomosela Qhobela, Poka Wetsi, John Nchejane
 
Vol 35, No 2 (2014) Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs Abstract   HTML   EPUB   XML   PDF
Jayaluxmi Naidoo, Reginald Govender
 
Vol 35, No 2 (2014) Mathematical Literacy teachers’ engagement with contextualised income tax calculations Abstract   HTML   EPUB   XML   PDF
Sarah Bansilal, Thokozani W. Mkhwanazi
 
Vol 35, No 2 (2014) The effectiveness of a teacher professional learning programme: The perceptions and performance of mathematics teachers Abstract   HTML   EPUB   XML   PDF
Mdutshekelwa Ndlovu
 
Vol 35, No 2 (2014) Mathematics, curriculum and assessment: The role of taxonomies in the quest for coherence Abstract   HTML   EPUB   XML   PDF
Caroline Long, Tim Dunne, Hendrik de Kock
 
Vol 35, No 1 (2014) Mathematics-for-teaching: Insights from the case of annuities Abstract   HTML   EPUB   XML   PDF
Craig Pournara
 
Vol 35, No 1 (2014) Teachers’ explanations of learners’ errors in standardised mathematics assessments Abstract   HTML   EPUB   XML   PDF
Yael Shalem, Ingrid Sapire, M. Alejandra Sorto
 
Vol 35, No 1 (2014) An investigation of Mathematical Literacy assessment supported by an application of Rasch measurement Abstract   HTML   EPUB   XML   PDF
Caroline Long, Sarah Bansilal, Rajan Debba
 
Vol 35, No 1 (2014) Number sense of final year pre-service primary school teachers Abstract   HTML   EPUB   XML   PDF
Magret Courtney-Clarke, Helena Wessels
 
Vol 35, No 1 (2014) Item difficulty analysis of a high-stakes mathematics examination using Rasch analysis: The case of sequences and series Abstract   HTML   EPUB   XML   PDF
Mark Jacobs, Duncan Mhakure, Richard L. Fray, Lorna Holtman, Cyril Julie
 
Vol 34, No 2 (2013) Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data Abstract   HTML   EPUB   XML   PDF
Verona Leendertz, A. Seugnet Blignaut, Hercules D. Nieuwoudt, Christo J. Els, Suria M. Ellis
 
Vol 34, No 2 (2013) Teachers’ knowledge for teaching compound interest Abstract   HTML   EPUB   XML   PDF
Craig Pournara
 
Vol 34, No 2 (2013) The merits of teaching mathematics with variation Abstract   HTML   EPUB   XML   PDF
Michael Mhlolo
 
Vol 34, No 2 (2013) The effect of a group approach on the performance of high school mathematics learners Abstract   HTML   EPUB   XML   PDF
Joseph Dhlamini, David Mogari
 
Vol 34, No 2 (2013) Proportional reasoning as a threshold to numeracy at university: A framework for analysis Abstract   HTML   EPUB   XML   PDF
Pam Lloyd, Vera Frith
 
Vol 34, No 2 (2013) Assessing medical students’ competence in calculating drug doses Abstract   HTML   EPUB   XML   PDF
Catherine Harries, Julia Botha
 
Vol 34, No 1 (2013) The ability of second graders to identify solids in different positions and to justify their answer Abstract   HTML   EPUB   XML   PDF
Yael Sarfaty, Dorit Patkin
 
Vol 34, No 1 (2013) The dialectical relationship between theory and practice in the design of an after-school mathematics club Abstract   HTML   EPUB   XML   PDF
Debbie Stott, Mellony Graven
 
Vol 34, No 1 (2013) ‘They say we are crèche teachers’: Experiences of pre-service mathematics teachers taught through the medium of isiZulu Abstract   HTML   EPUB   XML   PDF
Linda van Laren, Busisiwe Goba
 
Vol 34, No 1 (2013) Mapping onto the mathematics curriculum – an opportunity for teachers to learn Abstract   HTML   EPUB   XML   PDF
Yael Shalem, Ingrid Sapire, Belinda Huntley
 
Vol 34, No 1 (2013) Teachers’ reasoning in a repeated sampling context Abstract   HTML   EPUB   XML   PDF
Helena Wessels, Hercules Nieuwoudt
 
Vol 34, No 1 (2013) Examining mathematical discourse to understand in-service teachers’ mathematical activities Abstract   HTML   EPUB   XML   PDF
Margot Berger
 
Vol 33, No 2 (2012) Mathematics education, democracy and development: Exploring connections Abstract   HTML   EPUB   XML   PDF
Renuka Vithal
 
Vol 33, No 2 (2012) Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner Abstract   HTML   EPUB   XML   PDF
Herbert B. Khuzwayo, Sarah Bansilal
 
Vol 33, No 2 (2012) Towards empowering learners in a democratic mathematics classroom: To what extent are teachers’ listening orientations conducive to and respectful of learners’ thinking? Abstract   HTML   EPUB   XML   PDF
Michael K. Mhlolo, Marc Schäfer
 
Vol 33, No 3 (2012) Coherence and connections in teachers’ mathematical discourses in instruction Abstract   HTML   EPUB   XML   PDF
Hamsa Venkat, Jill Adler
 
Vol 33, No 2 (2012) Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue Abstract   HTML   EPUB   XML   PDF
Wajeeh Daher
 
Vol 33, No 3 (2012) Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks Abstract   HTML   EPUB   XML   PDF
Mdutshekelwa Ndlovu, Andile Mji
 
Vol 33, No 3 (2012) Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice Abstract   HTML   EPUB   XML   PDF
Erica D. Spangenberg
 
Vol 33, No 2 (2012) Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds Abstract   HTML   EPUB   XML   PDF
Nyna Amin
 
Vol 33, No 2 (2012) Refusal as a democratic catalyst for mathematics education development Abstract   HTML   EPUB   XML   PDF
Dalene Swanson, Peter Appelbaum
 
Vol 33, No 2 (2012) Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction Abstract   HTML   EPUB   XML   PDF
Deonarain Brijlall, Sarah Bansilal, Deborah Moore-Russo
 
Vol 33, No 3 (2012) An illustration of the explanatory and discovery functions of proof Abstract   HTML   EPUB   XML   PDF
Michael de Villiers
 
Vol 33, No 3 (2012) Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory Abstract   HTML   EPUB   XML   PDF
Tim Dunne, Caroline Long, Tracy Craig, Elsie Venter
 
Vol 33, No 3 (2012) Mathematics teachers’ reflective practice within the context of adapted lesson study Abstract   HTML   EPUB   XML   PDF
Barbara Posthuma
 
Vol 33, No 2 (2012) Mathematics education and the dignity of being Abstract   HTML   EPUB   XML   PDF
Paola Valero, Gloria García, Francisco Camelo, Gabriel Mancera, Julio Romero
 
Vol 33, No 3 (2012) Pictorial pattern generalisation: Tension between local and global visualisation Abstract   HTML   EPUB   XML   PDF
Duncan Samson
 
Vol 33, No 1 (2012) Teacher reflection: The use of visual tools in mathematics classrooms Abstract   HTML   EPUB   XML   PDF
Jayaluxmi Naidoo
 
Vol 33, No 1 (2012) Using conversions and treatments to understand students’ engagement with problems based on the normal distribution curve Abstract   HTML   EPUB   XML   PDF
Sarah Bansilal
 
Vol 33, No 1 (2012) Exploring mathematical discussion in word problem-solving Abstract   HTML   EPUB   XML   PDF
Percy Sepeng, Paul Webb
 
Vol 33, No 2 (2012) Students’ foregrounds: Hope, despair, uncertainty Abstract   HTML   EPUB   XML   PDF
Ole Skovsmose
 
Vol 33, No 1 (2012) Pre-service teachers’ views about their mathematics teacher education modules Abstract   HTML   EPUB   XML   PDF
Faaiz Gierdien
 
Vol 33, No 1 (2012) The nature and quality of the mathematical connections teachers make Abstract   HTML   EPUB   XML   PDF
Michael K. Mhlolo, Hamsa Venkat, Marc Schäfer
 
Vol 32, No 2 (2011) Counting on Frank: Using bibliotherapy in mathematics teaching to prevent de-geniusing Abstract   HTML   EPUB   XML   PDF
Joseph M. Furner, Cheryl Kenney
 
Vol 32, No 2 (2011) Albanian students’ motives for preferring certain real-life situations for learning mathematics Abstract   HTML   EPUB   XML   PDF
Suela Kacerja
 
Vol 32, No 2 (2011) A model to identify mathematics topics in MXit lingo to provide tutors quick access to supporting documentation Abstract   HTML   EPUB   XML   PDF
Laurie Butgereit, Reinhardt A. Botha
 
Vol 32, No 2 (2011) Opportunities and challenges for statistics education in South Africa Abstract   HTML   EPUB   XML   PDF
Temesgen Zewotir, Delia North
 
Vol 32, No 2 (2011) An instrumental approach to modelling the derivative in Sketchpad Abstract   HTML   EPUB   XML   PDF
Mdutshekelwa Ndlovu, Dirk Wessels, Michael de Villiers
 
Vol 32, No 2 (2011) The interplay of language and mathematics Abstract   HTML   EPUB   XML   PDF
Dorit Patkin
 
Vol 32, No 1 (2011) South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme Abstract   HTML   EPUB   XML   PDF
Vimolan Mudaly, Deborah Moore-Russo
 
Vol 32, No 1 (2011) Development of affective modelling competencies in primary school learners Abstract   HTML   EPUB   XML   PDF
Piera Biccard, Dirk Wessels
 
Vol 32, No 1 (2011) Rasch modelling of Mathematics and Science teachers’ preferences of real-life situations to be used in Mathematical Literacy Abstract   HTML   EPUB   XML   PDF
Cyril Julie, Lorna Holtman, Monde Mbekwa
 
Vol 32, No 1 (2011) A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics Abstract   HTML   EPUB   XML   PDF
Pragashni Padayachee, Hennie Boshoff, Werner Olivier, Ansie Harding
 
Vol 32, No 1 (2011) Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs Abstract   HTML   EPUB   XML   PDF
Andreas J. Stylianides
 
Vol 32, No 1 (2011) Teachers’ professional development needs in data handling and probability Abstract   HTML   EPUB   XML   PDF
Helena Wessels, Hercules Nieuwoudt
 
Issue 72 (2010) Learning mathematics for personal understanding  and productions: A viewpoint  Abstract   PDF
David Mtetwa, Lazarus Mudehwe, Sheunesu Munyira
 
Issue 72 (2010) Are OBE‐trained learners ready for university mathematics? Abstract   PDF
Johann Engelbrecht, Ansie Harding, Patrick Phiri
 
Issue 72 (2010) Re‐sourcing mathematics teaching through professional development Abstract   PDF
Helena Miranda, Jill Adler
 
Issue 72 (2010) Visual technology for the autonomous learning of mathematics Abstract   PDF
Helmut Linneweber‐Lammerskitten, Marc Schäfer, Duncan Samson
 
Issue 72 (2010) Procepts and proceptual solutions in undergraduate mathematics  Abstract   PDF
Inderasan Naidoo, Belinda Huntley
 
Issue 71 (2010) Equipartitioning and balancing points of polygons Abstract   PDF
Shunmugam Pillay, Poobhalan Pillay
 
Issue 71 (2010) Integrating mathematics and other learning areas: Emerging tensions from a study Involving four classroom teachers Abstract   PDF
Willy Mwakapenda, Joseph Dhlamini
 
Issue 71 (2010) Teaching mathematics in the context of curriculum change Abstract   PDF
Nico Molefe, Karin Brodie
 
Issue 71 (2010) Taxonomy matters: Cognitive levels and types of mathematical activities in mathematics examinations Abstract   PDF
Margot Berger, Lynn Bowie, Lovemore J. Nyaumwe
 
Issue 71 (2010) An APOS Analysis of students’ understanding of the concept of a limit of a function Abstract   PDF
Aneshkumar Maharaj
 
Issue 71 (2010) Beyond teaching language: Towards terminological primacy in learners’ geometric conceptualisation Abstract   PDF
Humphrey U. Atebe, Marc Schäfer
 
Issue 71 (2010) Thinking with diagrams whilst writing with words Abstract   PDF
Vimolan Mudaly
 
Issue 69 (2009) Investigating the status of supplementary tuition in the teaching and learning of mathematics Abstract   PDF
David Mogari, Hanlie Coetzee, Riette Maritz
 
Issue 69 (2009) In-service mathematics teacher's effective reflective actions during enactment of social constructivist strategies in their teaching Abstract   PDF
Lovemore J. Nyaumwe, David K. Mtetwa
 
Issue 69 (2009) The role of visualisation in data handling in Grade 9 within a problem-centred context Abstract   PDF
Antonia Makina, Dirk Wessels
 
Issue 69 (2009) Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics? Abstract   PDF
Belinda Huntley, Johann Engelbrecht, Ansie Harding
 
Issue 69 (2009) The use of real life contexts in the CTA: Some unintended consequences Abstract   PDF
Sarah Bansilal
 
Issue 69 (2009) An analysis of the introduction of the equal sign in three Grade 1 textbooks Abstract   PDF
Anthony A. Essien
 
Issue 70 (2009) Lesotho's students' achievement in mathematics and their teachers' background and professional development Abstract   PDF
David Mogari, Jeanne Kriek, Gerrit Stols, Ogbonnaya U. Iheanachor
 
Issue 70 (2009) Musings on multiplication tables and associated mathematics and teaching practices Abstract   PDF
Faaiz Gierdien
 
Issue 70 (2009) From whole number to real number: Applying Rasch measurement to investigate threshold concepts Abstract   PDF
Caroline Long
 
Issue 70 (2009) Critiquing the mathematical literacy assessment taxonomy: Where is the reasoning and the problem solving? Abstract   PDF
Hamsa Venkat, Mellony Graven, Erna Lampen, Patricia Nalube
 
Issue 70 (2009) Metacognitive strategies in the teaching and learning of mathematics Abstract   PDF
Stephan du Toit, Gary Kotze
 
Issue 70 (2009) Using an inductive approach for definition making: Monotonicity and boundedness of sequences Abstract   PDF
Deonarain Brijlall, Aneshkumar Maharaj
 
Issue 67 (2008) Introducing discussion into multilingual mathematics classrooms: An issue of code switching?  Abstract   PDF
Lyn Webb, Paul Webb
 
Issue 67 (2008) Investigating a scaffold to code‐switching as strategy in multilingual classrooms  Abstract   PDF
Hannatjie Vorster
 
Issue 67 (2008) Relationships between mathematics and literacy: Exploring some underlying factors  Abstract   PDF
Carol Bohlmann, Elizabeth Pretorius
 
Issue 67 (2008) Mother tongue policies and mathematical terminology in the teaching of mathematics  Abstract   PDF
Mercy Kazima
 
Issue 67 (2008) Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom  Abstract   PDF
Mamokgethi Setati, Terence Molefe, Mampho Langa
 
Issue 67 (2008) Policies for enhancing success or failure?  A glimpse into the language policy dilemma of one bilingual African state  Abstract   PDF
Clement Dlamini
 
Issue 68 (2008) Mathematics as a social construct: Teaching mathematics in context Abstract   PDF
Hayley Barnes, Elsie Venter
 
Issue 68 (2008) A case study of the development of in-service teachers’ concept images of the derivative Abstract   PDF
Botshiwe Likwambe, Iben M. Christiansen
 
Issue 68 (2008) Generalizing the Nagel line to circumscribed polygons by analogy and constructive defining Abstract   PDF
Michael de Villiers
 
Issue 68 (2008) A snapshot in time: Beliefs and practices of a pre-service mathematics teacher through the lens of changing contexts and situations Abstract   PDF
Lyn Webb, Paul Webb
 
Issue 68 (2008) Collaborative learning in a multilingual class Abstract   PDF
Deonarain Brijlall
 
Issue 68 (2008) The potential of teacher development with Geometer’s Sketchpad Abstract   PDF
Gerrit Stols, Andile Mji, Dirk Wessels
 
Issue 65 (2007) Does ‘African mathematics’ facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context Abstract   PDF
Kai Horsthemke, Marc Schäfer
 
Issue 65 (2007) Designing mathematical-technological activities for teachers using the Technology Acceptance Model Abstract   PDF
Gerrit Stols
 
Issue 65 (2007) Focus on the statistical education of prospective engineers in South Africa Abstract   PDF
Temesgen Zewotir, Delia North
 
Issue 65 (2007) An investigation into the mathematics performance of Grade 6 learners in South Africa Abstract   PDF
Gary S. Kotzé, Japie. P. Strauss
 
Issue 65 (2007) Description and impact of a distance mathematics course for Grade 10 to 12 teachers Abstract   PDF
Gerrit Stols, Alwyn Olivier, Diane Grayson
 
Issue 65 (2007) Teaching geometry in schools: An investigative rather than instructive process Abstract   PDF
Rasheed Sanni
 
Issue 65 (2007) The experience of cross-cultural peer teaching for a group of mathematics learners Abstract   PDF
Tracey D Fox, Natasha B Vos, Johanna L Geldenhuys
 
Issue 65 (2007) From ‘proofs without words’ to ‘proofs that explain’ in secondary mathematics Abstract   PDF
M. Faaiz Gierdien
 
Issue 66 (2007) An analysis of the influence of question design on learners’ approaches to number pattern generalisation tasks Abstract   PDF
Duncan Samson, Marc Schäfer
 
Issue 66 (2007) Does Curriculum 2005 promote successful learning of elementary algebra? Abstract   PDF
Nelis Vermeulen
 
Issue 66 (2007) Dialogue in mathematics classrooms: Beyond question-and- answer methods Abstract   PDF
Karin Brodie
 
Issue 66 (2007) Using a task analysis approach within a guided problem-solving model to design mathematical learning activities Abstract   PDF
Aneshkumar Maharaj
 
Issue 66 (2007) Developing inquiry-based teaching and learning in Family Maths programme facilitators Abstract   PDF
Pam Austin, Paul Webb
 
Issue 66 (2007) Proof and proving in secondary school Abstract   PDF
Vimolan Mudaly
 
Issue 66 (2007) Mathematical Literacy – mathematics and/or literacy: What is being sought? Abstract   PDF
Hamsa Venkat
 
Issue 66 (2007) Depictions of females and males in Mozambican and Victorian (Australia) primary mathematics textbooks Abstract   PDF
Adelino Evaristo Murimo, Helen Forgasz
 
Issue 63 (2006) Contextual factors of the mathematics learning environment of grade 6 learners in South Africa Abstract   PDF
G. S. Kotze, J. P. Strauss
 
Issue 63 (2006) Mathematical knowledge for teaching: Adding to the description through a study of probability in practice Abstract   PDF
Mercy Kazima, Jill Adler
 
Issue 63 (2006) Official pedagogic identities from South African policy – some implications for mathematics teacher education practice Abstract   PDF
Diane Parker
 
Issue 63 (2006) Making mathematical meaning: From preconcepts to pseudoconcepts to concepts Abstract   PDF
Margot Berger
 
Issue 63 (2006) Teachers’ views on mathematical literacy and on their experiences as students of the course Abstract   PDF
Monde Mbekwa
 
Issue 63 (2006) A generalisation of the Spieker circle and Nagel line Abstract   PDF
Michael de Villiers
 
Issue 64 (2006) Mathematical Literacy as a school subject: Failing the progressive vision? Abstract   PDF
Iben Maj Christiansen
 
Issue 64 (2006) Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts Abstract   PDF
Hamsa Venkatakrishnan, Mellony Graven
 
Issue 64 (2006) Concerns about the South African Mathematical Literacy curriculum arising from experience of materials development Abstract   PDF
Lynn Bowie, Vera Frith
 
Issue 64 (2006) Developing Mathematical Literacy through project work: A teacher/teaching perspective Abstract   PDF
Renuka Vithal
 
Issue 64 (2006) Teacher education for Mathematical Literacy: A modelling approach Abstract   PDF
Bruce Brown, Marc Schäfer
 
Issue 64 (2006) Reflections on the role of a research task for teacher education in data handling in a Mathematical Literacy education course Abstract   PDF
Vera Frith, Robert Prince
 
Issue 64 (2006) Mathematical Literacy: Myths, further inclusions and exclusions Abstract   PDF
Cyril Julie
 
Issue 64 (2006) Mathematical Literacy: A new literacy or a new mathematics? Abstract   PDF
Renuka Vithal, Alan J. Bishop
 
Issue 61 (2005) Limits of functions – how do students handle them? Abstract   PDF
Kristina Juter
 
Issue 61 (2005) Ten years of democracy: Translating policy into practice in mathematics and science education Abstract   PDF
Kgabo Masehela
 
Issue 61 (2005) Dynamic geometry: An agent for the reunification of algebra and geometry Abstract   PDF
Meira Hockman
 
Issue 61 (2005) The theory of Realistic Mathematics Education as a theoretical framework for teaching low attainers in mathematics Abstract   PDF
Hayley Barnes
 
Issue 61 (2005) Mathematics teacher retention and the role of Identity: Sam’s story Abstract   PDF
Mellony Graven
 
Issue 62 (2005) Mathematics for teaching: What is it and why is it important that we talk about it? Abstract   PDF
Jill Adler
 
Issue 62 (2005) The role of technology in fostering creativity in the teaching and learning of mathematics Abstract   PDF
Balarabe Yushau, Andile Mji, Dirk C. J. Wessels
 
Issue 62 (2005) Developing teachers, developing as a teacher: A story about a story Abstract   PDF
Kate Bennie
 
Issue 62 (2005) A generalisation of the nine-point circle and Euler line Abstract   PDF
Michael de Villiers
 
Issue 62 (2005) Assessment standards, Van Hiele levels, and grade seven learners’ understandings of geometry Abstract   PDF
Nosisi Feza, Paul Webb
 
Issue 62 (2005) Learning material in compliance with the Revised National Curriculum Statement: A dilemma Abstract   PDF
Bertus van Etten, Kosie Smit
 
Issue 62 (2005) Maths concepts in teaching: Procedural and conceptual knowledge Abstract   PDF
Caroline Long
 
Issue 59 (2004) Meaningful contexts or dead mock reality: Which form will the everyday take? Abstract   PDF
Godfrey Sethole
 
Issue 59 (2004) The development of the common fraction concept in Grade Three learners Abstract   PDF
Claire Fraser, Hanlie Murray, Brenda Hayward, Pat Erwin
 
Issue 59 (2004) A dynamic approach to quadrilateral definitions Abstract   PDF
Rajendran Govender, Michael de Villiers
 
Issue 59 (2004) Implementing the National Council of Teachers of Mathematics Standards: A slow process Abstract   PDF
Joseph M. Furner
 
Issue 59 (2004) A site-based model for professional development in mathematics at the elementary school level Abstract   PDF
Denise S. Mewborn, Patricia D. Huberty
 
Issue 59 (2004) World view theory and the conceptualisation of space in mathematics education Abstract   PDF
Marc Schäfer
 
Issue 60 (2004) Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators Abstract   PDF
Chris Breen
 
Issue 60 (2004) Eastern Cape teachers’ beliefs of the nature of mathematics: Implications for the introduction of in-service mathematical literacy programmes for teachers Abstract   PDF
Lyn Webb, Paul Webb
 
Issue 60 (2004) Chanting as mathematical enculturation Abstract   PDF
Anne Watson
 
Issue 60 (2004) Understanding student understanding in mathematics Abstract   PDF
Willy Mwakapenda
 
Issue 60 (2004) Modelling of real-world problems is often the starting point for proof Abstract   PDF
Vimolan Mudaly
 
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