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| Issue |
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| 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 |
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Solomon A. Tesfamicael |
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| Vol 43, No 1 (2022) |
The sequencing and pairing of examples in the midst of sameness and difference: Opening opportunities to learn |
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Vasen Pillay, Jill Adler, Ulla Runesson Kempe |
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| Vol 43, No 1 (2022) |
Investigating the cognitive demand levels in probability and counting principles learning tasks from an online mathematics textbook |
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George Ekol, Simphiwe Mlotshwa |
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| Vol 43, No 1 (2022) |
The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R |
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Hanrie S. Bezuidenhout, Elizabeth Henning |
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| Vol 43, No 1 (2022) |
Grade 10 teachers’ example selection, sequencing and variation during functions lessons |
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Hlamulo W. Mbhiza |
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| Vol 43, No 1 (2022) |
Novice mentors versus mentees: Mentoring experiences in mathematics at General Education and Training phase |
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Ernest Mahofa, Stanley A. Adendorff |
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| 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 |
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Lydia O. Adesanya, Marien A. Graham |
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| Vol 43, No 1 (2022) |
Weathering the storm: Learning strategies that promote mathematical resilience |
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Vuyisile L. Khumalo, Surette van Staden, Marien A. Graham |
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| Vol 43, No 1 (2022) |
Exploring low-tech opportunities for higher education mathematics lecturers in an emergency techno-response pedagogy |
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Antonia Makina, Langton Kadzere |
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| Vol 42, No 1 (2021) |
Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers |
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Samah G.A. Elbehary |
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| Vol 42, No 1 (2021) |
Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra |
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Julian Moodliar, Lawan Abdulhamid |
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| Vol 42, No 1 (2021) |
Constructing mental diagrams during problem-solving in mathematics |
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Vimolan Mudaly |
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| Vol 42, No 1 (2021) |
Insights into the reversal error from a study with South African and Spanish prospective primary teachers |
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Calos Soneira, Sarah Bansilal, Reginald Govender |
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| Vol 42, No 1 (2021) |
Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective |
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Benjamin Shongwe |
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| Vol 42, No 1 (2021) |
Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator |
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Methuseli Moyo, France M. Machaba |
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| Vol 42, No 1 (2021) |
Design principles to consider when student teachers are expected to learn mathematical modelling |
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Rina Durandt |
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| Vol 42, No 1 (2021) |
Professional development for teachers’ mathematical problem-solving pedagogy – what counts? |
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Brantina Chirinda |
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| Vol 42, No 1 (2021) |
Flexible teaching of mathematics word problems through multiple means of representation |
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Matshidiso M. Moleko, Mogege D. Mosimege |
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| Vol 42, No 1 (2021) |
The contribution of online mathematics games to algebra understanding in Grade 8 |
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Tichaona Marange, Stanley A. Adendorff |
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| Vol 41, No 1 (2020) |
Relative difficulty of early grade compare type word problems: Learning from the case of isiXhosa |
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Ingrid E. Mostert |
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| Vol 41, No 1 (2020) |
Becoming mathematical: Designing a curriculum for a mathematics club |
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Erna Lampen, Karin Brodie |
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| Vol 41, No 1 (2020) |
Investigating the strength of alignment between Senior Phase mathematics content standards and workbook activities on number patterns |
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Agnes D. Qhibi, Zwelithini B. Dhlamini, Kabelo Chuene |
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| Vol 41, No 1 (2020) |
Evaluation and orientations to Grade 10 mathematics in schools differentiated by social class |
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Shaheeda Jaffer |
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| Vol 41, No 1 (2020) |
University students’ mental construction when learning the Convergence of a Series concept |
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Conilius J. Chagwia, Aneshkumar Maharaj, Deonarain Brijlall |
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| Vol 41, No 1 (2020) |
Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era |
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Jayaluxmi Naidoo |
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| Vol 41, No 1 (2020) |
Learner performance in the 2009 to 2014 final Grade 12 mathematics examination: A quantile regression approach |
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Nombuso Zondo, Temesgen Zewotir, Delia North |
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| Vol 41, No 1 (2020) |
The effect of graphing calculator use on learners’ achievement and strategies in quadratic inequality problem solving |
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Levi Ndlovu, Mdutshekelwa Ndlovu |
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| Vol 41, No 1 (2020) |
Peer tutors’ views on their role in motivating learners to learn mathematics |
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Abigail K. Roberts, Erica D. Spangenberg |
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| Vol 41, No 1 (2020) |
Learning the function concept by exploring digital images as functions |
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Christiaan Venter |
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| Vol 40, No 1 (2019) |
The professional development of primary school mathematics teachers through a design-based research methodology |
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Piera Biccard |
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| Vol 40, No 1 (2019) |
The use of semiotic representations in reasoning about similar triangles in Euclidean geometry |
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Ifunanya Ubah, Sarah Bansilal |
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| Vol 40, No 1 (2019) |
Using standard setting to promote meaningful use of mathematics assessment data within initial teacher education programmes |
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Qetelo M. Moloi, Anil Kanjee, Nicky Roberts |
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| Vol 40, No 1 (2019) |
Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers |
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Gabrielle de Freitas, Erica D. Spangenberg |
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| 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 |
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Lisnet Mwadzaangati |
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| Vol 40, No 1 (2019) |
The standard written algorithm for addition: Whether, when and how to teach it |
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Nicky Roberts |
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| Vol 40, No 1 (2019) |
Towards validation of a rational number instrument: An application of Rasch measurement theory |
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Jeremiah Maseko, Kakoma Luneta, Caroline Long |
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| Vol 40, No 1 (2019) |
Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative |
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Faaiz Gierdien, Charles Smith, Cyril Julie |
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| Vol 40, No 1 (2019) |
Social science students’ concept images and concept definitions of anti-derivatives |
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Eunice K. Moru, Makomosela Qhobela |
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| Vol 40, No 1 (2019) |
Webs of development: Professional networks as spaces for learning |
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Kenneth Ngcoza, Sue Southwood |
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| Vol 40, No 1 (2019) |
A commognitive perspective on Grade 8 and Grade 9 learner thinking about linear equation |
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Anthea Roberts, Kate le Roux |
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| Vol 39, No 1 (2018) |
Tracking Grade 10 learners’ geometric reasoning through folding back |
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Samuel Mabotja, Kabelo Chuene, Satsope Maoto, Israel Kibirige |
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| Vol 39, No 1 (2018) |
‘Eighteen hands high’: A narrative reading of Animal Farm from a mathematical perspective |
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Liveness Mwale, Willy Mwakapenda |
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| Vol 39, No 1 (2018) |
Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools |
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Odette Umugiraneza, Sarah Bansilal, Delia North |
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| Vol 39, No 1 (2018) |
Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics |
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Million Chauraya, Karin Brodie |
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| Vol 39, No 1 (2018) |
Mathematical sense-making through learner choice |
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Piera Biccard |
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| Vol 39, No 1 (2018) |
Students’ understanding of geometry terminology through the lens of Van Hiele theory |
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Jogymol Alex, Kuttickattu J. Mammen |
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| Vol 39, No 1 (2018) |
Affordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany |
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Kathryn Mellor, Robyn Clark, Anthony A. Essien |
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| Vol 39, No 1 (2018) |
Metacognitive awareness and visualisation in the imagination: The case of the invisible circles |
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Divan Jagals, Marthie van der Walt |
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| Vol 39, No 1 (2018) |
Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning |
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Meshack Moloi, Anil Kanjee |
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| Vol 39, No 1 (2018) |
The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations |
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Onyumbe Okitowamba, Cyril Julie, Monde Mbekwa |
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| Vol 39, No 1 (2018) |
Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof |
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Satsope Maoto, Kwena Masha, Lekwa Mokwana |
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| Vol 38, No 1 (2017) |
Differences in the quality of school-based assessment: Evidence in Grade 9 mathematics achievement |
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Surette van Staden, Puleng Motsamai |
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| Vol 38, No 1 (2017) |
The quantitative literacy of South African school-leavers who qualify for higher education |
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Robert Prince, Vera Frith |
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| Vol 38, No 1 (2017) |
Mentoring as professional development intervention for mathematics teachers: A South African perspective |
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Benita Nel, Kakoma Luneta |
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| Vol 38, No 1 (2017) |
Educating Grade 6 students for higher-order thinking and its influence on creativity |
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Wajeeh Daher, Amal Tabaja-Kidan, Faaiz Gierdien |
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| Vol 38, No 1 (2017) |
How does the grade obtained at school for English and Mathematics affect the probability of graduation at a university? |
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Michael Murray |
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| Vol 38, No 1 (2017) |
The application of the percentage change calculation in the context of inflation in Mathematical Literacy |
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Sarah Bansilal |
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| Vol 38, No 1 (2017) |
The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context |
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Brantina Chirinda, Patrick Barmby |
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| Vol 38, No 1 (2017) |
Pre-service mathematics student teachers’ conceptions of nominal and effective interest rates |
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Judah P. Makonye |
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| Vol 38, No 1 (2017) |
Mathematical errors made by high performing candidates writing the National Benchmark Tests |
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Carol A. Bohlmann, Robert N. Prince, Andrew Deacon |
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| Vol 37, No 1 (2016) |
Proportional reasoning ability of school leavers aspiring to higher education in South Africa |
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Vera Frith, Pam Lloyd |
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| Vol 37, No 1 (2016) |
A square in drag as concrete universal; or, Hegel as a Sketchpad programmer |
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Zain Davis |
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| Vol 37, No 1 (2016) |
Where is the bigger picture in the teaching and learning of mathematics? |
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Satsope Maoto, Kwena Masha, Kgaladi Maphutha |
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| 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 |
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Caroline Long, Johann Engelbrecht, Vanessa Scherman, Tim Dunne |
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| Vol 37, No 1 (2016) |
Engaging with learners’ errors when teaching mathematics |
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Ingrid Sapire, Yael Shalem, Bronwen Wilson-Thompson, Ronél Paulsen |
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| 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 |
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Craig Pournara, Jeremy Hodgen, Yvonne Sanders, Jill Adler |
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| Vol 37, No 1 (2016) |
The concepts of area and perimeter: Insights and misconceptions of Grade 10 learners |
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France M. Machaba |
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| Vol 36, No 2 (2015) |
An exploration of learners’ theorems-in-action used in problems on ratio and proportion |
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Patisizwe T. Mahlabela, Sarah Bansilal |
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| Vol 36, No 2 (2015) |
Developing a model for problem-solving in a Grade 4 mathematics classroom |
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Susan Nieuwoudt |
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| Vol 36, No 2 (2015) |
Student mathematical activity as a springboard to developing teacher didactisation practices |
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Piera Biccard, Dirk Wessels |
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| Vol 36, No 2 (2015) |
The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers |
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Verona Leendertz, A. Seugnet Blignaut, Suria Ellis, Hercules D. Nieuwoudt |
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| Vol 36, No 2 (2015) |
A teacher’s engagement with learner errors in her Grade 9 mathematics classroom |
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Aarifah Gardee, Karin Brodie |
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| Vol 36, No 2 (2015) |
Exploring boot camps for ‘gatekeeper’ service courses in mathematics |
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Anita Campbell |
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| Vol 36, No 2 (2015) |
Towards an understanding of students’ thinking in learning new and unfamiliar concepts: Focus on the factorial function |
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Satsope Maoto, Kwena Masha |
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| Vol 36, No 1 (2015) |
Understanding students’ misconceptions: An analysis of final Grade 12 examination questions in geometry |
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Kakoma Luneta |
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| Vol 36, No 1 (2015) |
Investigating learners’ meta-representational competencies when constructing bar graphs |
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Michael Mhlolo |
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| Vol 36, No 1 (2015) |
Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy |
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Marc North, Iben M. Christiansen |
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| Vol 36, No 1 (2015) |
Teacher narratives in making sense of the statistical mean algorithm |
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Erna Lampen |
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| Vol 36, No 1 (2015) |
The relational nature of rational numbers |
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Bruce Brown |
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| Vol 35, No 2 (2014) |
Teacher knowledge of error analysis in differential calculus |
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Eunice K. Moru, Makomosela Qhobela, Poka Wetsi, John Nchejane |
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| Vol 35, No 2 (2014) |
Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
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Jayaluxmi Naidoo, Reginald Govender |
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| Vol 35, No 2 (2014) |
Mathematical Literacy teachers’ engagement with contextualised income tax calculations |
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Sarah Bansilal, Thokozani W. Mkhwanazi |
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| Vol 35, No 2 (2014) |
The effectiveness of a teacher professional learning programme: The perceptions and performance of mathematics teachers |
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Mdutshekelwa Ndlovu |
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| Vol 35, No 2 (2014) |
Mathematics, curriculum and assessment: The role of taxonomies in the quest for coherence |
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Caroline Long, Tim Dunne, Hendrik de Kock |
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| Vol 35, No 1 (2014) |
Mathematics-for-teaching: Insights from the case of annuities |
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Craig Pournara |
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| Vol 35, No 1 (2014) |
Teachers’ explanations of learners’ errors in standardised mathematics assessments |
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Yael Shalem, Ingrid Sapire, M. Alejandra Sorto |
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| Vol 35, No 1 (2014) |
An investigation of Mathematical Literacy assessment supported by an application of Rasch measurement |
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Caroline Long, Sarah Bansilal, Rajan Debba |
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| Vol 35, No 1 (2014) |
Number sense of final year pre-service primary school teachers |
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Magret Courtney-Clarke, Helena Wessels |
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| Vol 35, No 1 (2014) |
Item difficulty analysis of a high-stakes mathematics examination using Rasch analysis: The case of sequences and series |
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Mark Jacobs, Duncan Mhakure, Richard L. Fray, Lorna Holtman, Cyril Julie |
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| Vol 34, No 2 (2013) |
Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data |
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Verona Leendertz, A. Seugnet Blignaut, Hercules D. Nieuwoudt, Christo J. Els, Suria M. Ellis |
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| Vol 34, No 2 (2013) |
Teachers’ knowledge for teaching compound interest |
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Craig Pournara |
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| Vol 34, No 2 (2013) |
The merits of teaching mathematics with variation |
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Michael Mhlolo |
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| Vol 34, No 2 (2013) |
The effect of a group approach on the performance of high school mathematics learners |
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Joseph Dhlamini, David Mogari |
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| Vol 34, No 2 (2013) |
Proportional reasoning as a threshold to numeracy at university: A framework for analysis |
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Pam Lloyd, Vera Frith |
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| Vol 34, No 2 (2013) |
Assessing medical students’ competence in calculating drug doses |
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Catherine Harries, Julia Botha |
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| Vol 34, No 1 (2013) |
The ability of second graders to identify solids in different positions and to justify their answer |
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Yael Sarfaty, Dorit Patkin |
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| Vol 34, No 1 (2013) |
The dialectical relationship between theory and practice in the design of an after-school mathematics club |
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Debbie Stott, Mellony Graven |
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| Vol 34, No 1 (2013) |
‘They say we are crèche teachers’: Experiences of pre-service mathematics teachers taught through the medium of isiZulu |
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Linda van Laren, Busisiwe Goba |
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| Vol 34, No 1 (2013) |
Mapping onto the mathematics curriculum – an opportunity for teachers to learn |
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Yael Shalem, Ingrid Sapire, Belinda Huntley |
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| Vol 34, No 1 (2013) |
Teachers’ reasoning in a repeated sampling context |
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Helena Wessels, Hercules Nieuwoudt |
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