Section Details


Original Research

 
Issue Title
 
Vol 45, No 1 (2024) A graphical user interface tool to teach plane curves in pandemic situations through a flipped classroom Abstract   HTML   EPUB   XML   PDF
Atteeq Razzak
 
Vol 45, No 1 (2024) Foundational mathematical knowledge of prospective teachers: Evidence from a professional development training Abstract   HTML   EPUB   XML   PDF
Angel Mukuka, Jogymol K. Alex
 
Vol 45, No 1 (2024) Comparing the finite and infinite limits of sequences and functions: A mathematical and phenomenological analysis and its implications in Spanish textbooks Abstract   HTML   EPUB   XML   PDF
Mónica Arnal-Palacián, Francisco J. Claros-Mellado, María T. Sánchez-Compaña
 
Vol 45, No 1 (2024) Simplifying algebraic expressions with brackets: Insights into Grade 10 learners’ structure sense through a study of their errors Abstract   HTML   EPUB   XML   PDF
Nadia M. Theba, Craig Pournara, Shikha Takker
 
Vol 45, No 1 (2024) Curriculum design for empowered life-preparation and citizenship: A sociological analysis of the evolution of the Mathematical Literacy curricula Abstract   HTML   EPUB   XML   PDF
Marc P. North
 
Vol 45, No 1 (2024) Retrieval practice and test-potentiated learning: A comparison of high and low prior topic knowledge students in terms of procedural fluency and conceptual understanding Abstract   HTML   EPUB   XML   PDF
Bruce M. May
 
Vol 45, No 1 (2024) Relating motivation and learning strategies to algebra course results in a foundation programme Abstract   HTML   EPUB   XML   PDF
Wendy L. Baumgartner, Erica D. Spangenberg, Geoffrey V. Lautenbach
 
Vol 44, No 1 (2023) Developing undergraduate engineering mathematics students’ conceptual and procedural knowledge of complex numbers using GeoGebra Abstract   HTML   EPUB   XML   PDF
Philemon M. Seloane, Sam Ramaila, Mdutshekelwa Ndlovu
 
Vol 44, No 1 (2023) Ascertaining Grade 10 learners’ levels of mathematical modelling competency through solving simultaneous equations word problems Abstract   HTML   EPUB   XML   PDF
Rajendran Govender, Dzivaidzo Machingura
 
Vol 44, No 1 (2023) Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors Abstract   HTML   EPUB   XML   PDF
Tšhegofatšo P. Makgakga
 
Vol 44, No 1 (2023) Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables Abstract   HTML   EPUB   XML   PDF
M. Faaiz Gierdien, Wajeeh Daher, Awni M. Abu-Saman
 
Vol 44, No 1 (2023) Talk that supports learners’ folding back for growth in understanding geometry Abstract   HTML   EPUB   XML   PDF
Kabelo Chuene, Koena Mabotja, Satsope Maoto
 
Vol 44, No 1 (2023) Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners Abstract   HTML   EPUB   XML   PDF
Sizwe B. Mahlambi
 
Vol 44, No 1 (2023) Ticks and crosses in primary mathematics assessments: What purpose do they serve? Abstract   HTML   EPUB   XML   PDF
Brian Chihodzi, Willy Mwakapenda, Beatrice Ngulube
 
Vol 44, No 1 (2023) Online learning and peer support: Exploring the use of WhatsApp in first-year mathematics Abstract   HTML   EPUB   XML   PDF
Mark S. Jacobs, Frikkie George, Daniel Anga’ama
 
Vol 44, No 1 (2023) Discourse-based mathematics instruction on Grade 11 learners’ mathematical proficiency in algebra topics Abstract   HTML   EPUB   XML   PDF
Kakoma Luneta, Mekonnen Y. Legesse
 
Vol 44, No 1 (2023) Exploring the development of South African pre-service teachers’ reflective practice Abstract   HTML   EPUB   XML   PDF
Samukeliso Chikiwa, Mellony Graven
 
Vol 43, No 1 (2022) Prospective teachers’ cognitive engagement during virtual teaching in the time of COVID-19 using ICT: the case of GeoGebra and Desmos Abstract   HTML   EPUB   XML   PDF
Solomon A. Tesfamicael
 
Vol 43, No 1 (2022) The sequencing and pairing of examples in the midst of sameness and difference: Opening opportunities to learn Abstract   HTML   EPUB   XML   PDF
Vasen Pillay, Jill Adler, Ulla Runesson Kempe
 
Vol 43, No 1 (2022) Investigating the cognitive demand levels in probability and counting principles learning tasks from an online mathematics textbook Abstract   HTML   EPUB   XML   PDF
George Ekol, Simphiwe Mlotshwa
 
Vol 43, No 1 (2022) The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R Abstract   HTML   EPUB   XML   PDF
Hanrie S. Bezuidenhout, Elizabeth Henning
 
Vol 43, No 1 (2022) Grade 10 teachers’ example selection, sequencing and variation during functions lessons Abstract   HTML   EPUB   XML   PDF
Hlamulo W. Mbhiza
 
Vol 43, No 1 (2022) Novice mentors versus mentees: Mentoring experiences in mathematics at General Education and Training phase Abstract   HTML   EPUB   XML   PDF
Ernest Mahofa, Stanley A. Adendorff
 
Vol 43, No 1 (2022) Effective communication of learning intentions and success criteria in the mathematics classroom: MERLO pedagogy for Senior Phase South African schools Abstract   HTML   EPUB   XML   PDF
Lydia O. Adesanya, Marien A. Graham
 
Vol 43, No 1 (2022) Weathering the storm: Learning strategies that promote mathematical resilience Abstract   HTML   EPUB   XML   PDF
Vuyisile L. Khumalo, Surette van Staden, Marien A. Graham
 
Vol 43, No 1 (2022) Exploring low-tech opportunities for higher education mathematics lecturers in an emergency techno-response pedagogy Abstract   HTML   EPUB   XML   PDF
Antonia Makina, Langton Kadzere
 
Vol 42, No 1 (2021) Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers Abstract   HTML   EPUB   XML   PDF
Samah G.A. Elbehary
 
Vol 42, No 1 (2021) Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra Abstract   HTML   EPUB   XML   PDF
Julian Moodliar, Lawan Abdulhamid
 
Vol 42, No 1 (2021) Constructing mental diagrams during problem-solving in mathematics Abstract   HTML   EPUB   XML   PDF
Vimolan Mudaly
 
Vol 42, No 1 (2021) Insights into the reversal error from a study with South African and Spanish prospective primary teachers Abstract   HTML   EPUB   XML   PDF
Calos Soneira, Sarah Bansilal, Reginald Govender
 
Vol 42, No 1 (2021) Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective Abstract   HTML   EPUB   XML   PDF
Benjamin Shongwe
 
Vol 42, No 1 (2021) Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator Abstract   HTML   EPUB   XML   PDF
Methuseli Moyo, France M. Machaba
 
Vol 42, No 1 (2021) Design principles to consider when student teachers are expected to learn mathematical modelling Abstract   HTML   EPUB   XML   PDF
Rina Durandt
 
Vol 42, No 1 (2021) Professional development for teachers’ mathematical problem-solving pedagogy – what counts? Abstract   HTML   EPUB   XML   PDF
Brantina Chirinda
 
Vol 42, No 1 (2021) Flexible teaching of mathematics word problems through multiple means of representation Abstract   HTML   EPUB   XML   PDF
Matshidiso M. Moleko, Mogege D. Mosimege
 
Vol 42, No 1 (2021) The contribution of online mathematics games to algebra understanding in Grade 8 Abstract   HTML   EPUB   XML   PDF
Tichaona Marange, Stanley A. Adendorff
 
Vol 41, No 1 (2020) Relative difficulty of early grade compare type word problems: Learning from the case of isiXhosa Abstract   HTML   EPUB   XML   PDF
Ingrid E. Mostert
 
Vol 41, No 1 (2020) Becoming mathematical: Designing a curriculum for a mathematics club Abstract   HTML   EPUB   XML   PDF
Erna Lampen, Karin Brodie
 
Vol 41, No 1 (2020) Investigating the strength of alignment between Senior Phase mathematics content standards and workbook activities on number patterns Abstract   HTML   EPUB   XML   PDF
Agnes D. Qhibi, Zwelithini B. Dhlamini, Kabelo Chuene
 
Vol 41, No 1 (2020) Evaluation and orientations to Grade 10 mathematics in schools differentiated by social class Abstract   HTML   EPUB   XML   PDF
Shaheeda Jaffer
 
Vol 41, No 1 (2020) University students’ mental construction when learning the Convergence of a Series concept Abstract   HTML   EPUB   XML   PDF
Conilius J. Chagwia, Aneshkumar Maharaj, Deonarain Brijlall
 
Vol 41, No 1 (2020) Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era Abstract   HTML   EPUB   XML   PDF
Jayaluxmi Naidoo
 
Vol 41, No 1 (2020) Learner performance in the 2009 to 2014 final Grade 12 mathematics examination: A quantile regression approach Abstract   HTML   EPUB   XML   PDF
Nombuso Zondo, Temesgen Zewotir, Delia North
 
Vol 41, No 1 (2020) The effect of graphing calculator use on learners’ achievement and strategies in quadratic inequality problem solving Abstract   HTML   EPUB   XML   PDF
Levi Ndlovu, Mdutshekelwa Ndlovu
 
Vol 41, No 1 (2020) Peer tutors’ views on their role in motivating learners to learn mathematics Abstract   HTML   EPUB   XML   PDF
Abigail K. Roberts, Erica D. Spangenberg
 
Vol 41, No 1 (2020) Learning the function concept by exploring digital images as functions Abstract   HTML   EPUB   XML   PDF
Christiaan Venter
 
Vol 40, No 1 (2019) The professional development of primary school mathematics teachers through a design-based research methodology Abstract   HTML   EPUB   XML   PDF
Piera Biccard
 
Vol 40, No 1 (2019) The use of semiotic representations in reasoning about similar triangles in Euclidean geometry Abstract   HTML   EPUB   XML   PDF
Ifunanya Ubah, Sarah Bansilal
 
Vol 40, No 1 (2019) Using standard setting to promote meaningful use of mathematics assessment data within initial teacher education programmes Abstract   HTML   EPUB   XML   PDF
Qetelo M. Moloi, Anil Kanjee, Nicky Roberts
 
Vol 40, No 1 (2019) Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers Abstract   HTML   EPUB   XML   PDF
Gabrielle de Freitas, Erica D. Spangenberg
 
Vol 40, No 1 (2019) Comparison of geometric proof development tasks as set up in the textbook and as implemented by teachers in the classroom Abstract   HTML   EPUB   XML   PDF
Lisnet Mwadzaangati
 
Vol 40, No 1 (2019) The standard written algorithm for addition: Whether, when and how to teach it Abstract   HTML   EPUB   XML   PDF
Nicky Roberts
 
Vol 40, No 1 (2019) Towards validation of a rational number instrument: An application of Rasch measurement theory Abstract   HTML   EPUB   XML   PDF
Jeremiah Maseko, Kakoma Luneta, Caroline Long
 
Vol 40, No 1 (2019) Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative Abstract   HTML   EPUB   XML   PDF
Faaiz Gierdien, Charles Smith, Cyril Julie
 
Vol 40, No 1 (2019) Social science students’ concept images and concept definitions of anti-derivatives Abstract   HTML   EPUB   XML   PDF
Eunice K. Moru, Makomosela Qhobela
 
Vol 40, No 1 (2019) Webs of development: Professional networks as spaces for learning Abstract   HTML   EPUB   XML   PDF
Kenneth Ngcoza, Sue Southwood
 
Vol 40, No 1 (2019) A commognitive perspective on Grade 8 and Grade 9 learner thinking about linear equation Abstract   HTML   EPUB   XML   PDF
Anthea Roberts, Kate le Roux
 
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, Marthie 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
 
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