Section Details


Original Research

 
Issue Title
 
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
 
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
 
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