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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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| Vol 34, No 1 (2013) |
Examining mathematical discourse to understand in-service teachers’ mathematical activities |
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Margot Berger |
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| Vol 33, No 2 (2012) |
Mathematics education, democracy and development: Exploring connections |
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Renuka Vithal |
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| Vol 33, No 2 (2012) |
Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner |
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Herbert B. Khuzwayo, Sarah Bansilal |
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| 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? |
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Michael K. Mhlolo, Marc Schäfer |
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| Vol 33, No 3 (2012) |
Coherence and connections in teachers’ mathematical discourses in instruction |
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Hamsa Venkat, Jill Adler |
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| Vol 33, No 2 (2012) |
Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue |
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Wajeeh Daher |
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| Vol 33, No 3 (2012) |
Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks |
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Mdutshekelwa Ndlovu, Andile Mji |
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| Vol 33, No 3 (2012) |
Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice |
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Erica D. Spangenberg |
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| Vol 33, No 2 (2012) |
Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds |
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Nyna Amin |
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| Vol 33, No 2 (2012) |
Refusal as a democratic catalyst for mathematics education development |
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Dalene Swanson, Peter Appelbaum |
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| Vol 33, No 2 (2012) |
Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction |
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Deonarain Brijlall, Sarah Bansilal, Deborah Moore-Russo |
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| Vol 33, No 3 (2012) |
An illustration of the explanatory and discovery functions of proof |
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Michael de Villiers |
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| Vol 33, No 3 (2012) |
Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory |
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Tim Dunne, Caroline Long, Tracy Craig, Elsie Venter |
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| Vol 33, No 3 (2012) |
Mathematics teachers’ reflective practice within the context of adapted lesson study |
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Barbara Posthuma |
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| Vol 33, No 2 (2012) |
Mathematics education and the dignity of being |
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Paola Valero, Gloria García, Francisco Camelo, Gabriel Mancera, Julio Romero |
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| Vol 33, No 3 (2012) |
Pictorial pattern generalisation: Tension between local and global visualisation |
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Duncan Samson |
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| Vol 33, No 1 (2012) |
Teacher reflection: The use of visual tools in mathematics classrooms |
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Jayaluxmi Naidoo |
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| Vol 33, No 1 (2012) |
Using conversions and treatments to understand students’ engagement with problems based on the normal distribution curve |
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Sarah Bansilal |
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| Vol 33, No 1 (2012) |
Exploring mathematical discussion in word problem-solving |
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Percy Sepeng, Paul Webb |
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| Vol 33, No 2 (2012) |
Students’ foregrounds: Hope, despair, uncertainty |
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Ole Skovsmose |
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| Vol 33, No 1 (2012) |
Pre-service teachers’ views about their mathematics teacher education modules |
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Faaiz Gierdien |
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| Vol 33, No 1 (2012) |
The nature and quality of the mathematical connections teachers make |
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Michael K. Mhlolo, Hamsa Venkat, Marc Schäfer |
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| Vol 32, No 2 (2011) |
Counting on Frank: Using bibliotherapy in mathematics teaching to prevent de-geniusing |
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Joseph M. Furner, Cheryl Kenney |
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| Vol 32, No 2 (2011) |
Albanian students’ motives for preferring certain real-life situations for learning mathematics |
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Suela Kacerja |
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| Vol 32, No 2 (2011) |
A model to identify mathematics topics in MXit lingo to provide tutors quick access to supporting documentation |
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Laurie Butgereit, Reinhardt A. Botha |
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| Vol 32, No 2 (2011) |
Opportunities and challenges for statistics education in South Africa |
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Temesgen Zewotir, Delia North |
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| Vol 32, No 2 (2011) |
An instrumental approach to modelling the derivative in Sketchpad |
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Mdutshekelwa Ndlovu, Dirk Wessels, Michael de Villiers |
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| Vol 32, No 2 (2011) |
The interplay of language and mathematics |
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Dorit Patkin |
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| Vol 32, No 1 (2011) |
South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme |
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Vimolan Mudaly, Deborah Moore-Russo |
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| Vol 32, No 1 (2011) |
Development of affective modelling competencies in primary school learners |
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Piera Biccard, Dirk Wessels |
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| Vol 32, No 1 (2011) |
Rasch modelling of Mathematics and Science teachers’ preferences of real-life situations to be used in Mathematical Literacy |
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Cyril Julie, Lorna Holtman, Monde Mbekwa |
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| Vol 32, No 1 (2011) |
A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics |
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Pragashni Padayachee, Hennie Boshoff, Werner Olivier, Ansie Harding |
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| Vol 32, No 1 (2011) |
Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs |
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Andreas J. Stylianides |
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| Vol 32, No 1 (2011) |
Teachers’ professional development needs in data handling and probability |
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Helena Wessels, Hercules Nieuwoudt |
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| Issue 72 (2010) |
Visual technology for the autonomous learning of mathematics |
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Helmut Linneweber‐Lammerskitten, Marc Schäfer, Duncan Samson |
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| Issue 72 (2010) |
Re‐sourcing mathematics teaching through professional development |
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Helena Miranda, Jill Adler |
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| Issue 72 (2010) |
Are OBE‐trained learners ready for university mathematics? |
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Johann Engelbrecht, Ansie Harding, Patrick Phiri |
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| Issue 72 (2010) |
Procepts and proceptual solutions in undergraduate mathematics |
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Inderasan Naidoo, Belinda Huntley |
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| Issue 72 (2010) |
Learning mathematics for personal understanding and productions: A viewpoint |
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David Mtetwa, Lazarus Mudehwe, Sheunesu Munyira |
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| Issue 71 (2010) |
Equipartitioning and balancing points of polygons |
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Shunmugam Pillay, Poobhalan Pillay |
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| Issue 71 (2010) |
Integrating mathematics and other learning areas: Emerging tensions from a study Involving four classroom teachers |
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Willy Mwakapenda, Joseph Dhlamini |
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| Issue 71 (2010) |
Thinking with diagrams whilst writing with words |
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Vimolan Mudaly |
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| Issue 71 (2010) |
Beyond teaching language: Towards terminological primacy in learners’ geometric conceptualisation |
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Humphrey U. Atebe, Marc Schäfer |
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| Issue 71 (2010) |
An APOS Analysis of students’ understanding of the concept of a limit of a function |
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Aneshkumar Maharaj |
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| Issue 71 (2010) |
Taxonomy matters: Cognitive levels and types of mathematical activities in mathematics examinations |
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Margot Berger, Lynn Bowie, Lovemore J. Nyaumwe |
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| Issue 71 (2010) |
Teaching mathematics in the context of curriculum change |
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Nico Molefe, Karin Brodie |
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| Issue 69 (2009) |
The role of visualisation in data handling in Grade 9 within a problem-centred context |
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Antonia Makina, Dirk Wessels |
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| Issue 69 (2009) |
In-service mathematics teacher's effective reflective actions during enactment of social constructivist strategies in their teaching |
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Lovemore J. Nyaumwe, David K. Mtetwa |
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| Issue 69 (2009) |
Investigating the status of supplementary tuition in the teaching and learning of mathematics |
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David Mogari, Hanlie Coetzee, Riette Maritz |
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| Issue 69 (2009) |
An analysis of the introduction of the equal sign in three Grade 1 textbooks |
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Anthony A. Essien |
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| Issue 69 (2009) |
The use of real life contexts in the CTA: Some unintended consequences |
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Sarah Bansilal |
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| Issue 69 (2009) |
Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics? |
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Belinda Huntley, Johann Engelbrecht, Ansie Harding |
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| Issue 70 (2009) |
Lesotho's students' achievement in mathematics and their teachers' background and professional development |
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David Mogari, Jeanne Kriek, Gerrit Stols, Ogbonnaya U. Iheanachor |
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| Issue 70 (2009) |
Musings on multiplication tables and associated mathematics and teaching practices |
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Faaiz Gierdien |
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| Issue 70 (2009) |
Metacognitive strategies in the teaching and learning of mathematics |
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Stephan du Toit, Gary Kotze |
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| Issue 70 (2009) |
From whole number to real number: Applying Rasch measurement to investigate threshold concepts |
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Caroline Long |
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| Issue 70 (2009) |
Critiquing the mathematical literacy assessment taxonomy: Where is the reasoning and the problem solving? |
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Hamsa Venkat, Mellony Graven, Erna Lampen, Patricia Nalube |
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| Issue 70 (2009) |
Using an inductive approach for definition making: Monotonicity and boundedness of sequences |
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Deonarain Brijlall, Aneshkumar Maharaj |
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| Issue 67 (2008) |
Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom |
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Mamokgethi Setati, Terence Molefe, Mampho Langa |
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| Issue 67 (2008) |
Mother tongue policies and mathematical terminology in the teaching of mathematics |
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Mercy Kazima |
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| Issue 67 (2008) |
Relationships between mathematics and literacy: Exploring some underlying factors |
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Carol Bohlmann, Elizabeth Pretorius |
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| Issue 67 (2008) |
Investigating a scaffold to code‐switching as strategy in multilingual classrooms |
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Hannatjie Vorster |
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| Issue 67 (2008) |
Introducing discussion into multilingual mathematics classrooms: An issue of code switching? |
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Lyn Webb, Paul Webb |
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| Issue 67 (2008) |
Policies for enhancing success or failure? A glimpse into the language policy dilemma of one bilingual African state |
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Clement Dlamini |
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| Issue 68 (2008) |
The potential of teacher development with Geometer’s Sketchpad |
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Gerrit Stols, Andile Mji, Dirk Wessels |
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| Issue 68 (2008) |
Collaborative learning in a multilingual class |
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Deonarain Brijlall |
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| Issue 68 (2008) |
A snapshot in time: Beliefs and practices of a pre-service mathematics teacher through the lens of changing contexts and situations |
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Lyn Webb, Paul Webb |
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| Issue 68 (2008) |
Generalizing the Nagel line to circumscribed polygons by analogy and constructive defining |
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Michael de Villiers |
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| Issue 68 (2008) |
A case study of the development of in-service teachers’ concept images of the derivative |
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Botshiwe Likwambe, Iben M. Christiansen |
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| Issue 68 (2008) |
Mathematics as a social construct: Teaching mathematics in context |
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Hayley Barnes, Elsie Venter |
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| Issue 65 (2007) |
Description and impact of a distance mathematics course for Grade 10 to 12 teachers |
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Gerrit Stols, Alwyn Olivier, Diane Grayson |
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| Issue 65 (2007) |
Focus on the statistical education of prospective engineers in South Africa |
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Temesgen Zewotir, Delia North |
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| Issue 65 (2007) |
Does ‘African mathematics’ facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context |
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Kai Horsthemke, Marc Schäfer |
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| Issue 65 (2007) |
An investigation into the mathematics performance of Grade 6 learners in South Africa |
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Gary S. Kotzé, Japie. P. Strauss |
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| Issue 65 (2007) |
Designing mathematical-technological activities for teachers using the Technology Acceptance Model |
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Gerrit Stols |
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| Issue 65 (2007) |
Teaching geometry in schools: An investigative rather than instructive process |
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Rasheed Sanni |
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| Issue 65 (2007) |
The experience of cross-cultural peer teaching for a group of mathematics learners |
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Tracey D Fox, Natasha B Vos, Johanna L Geldenhuys |
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| Issue 65 (2007) |
From ‘proofs without words’ to ‘proofs that explain’ in secondary mathematics |
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M. Faaiz Gierdien |
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| Issue 66 (2007) |
Mathematical Literacy – mathematics and/or literacy: What is being sought? |
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Hamsa Venkat |
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| Issue 66 (2007) |
Depictions of females and males in Mozambican and Victorian (Australia) primary mathematics textbooks |
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Adelino Evaristo Murimo, Helen Forgasz |
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| Issue 66 (2007) |
Does Curriculum 2005 promote successful learning of elementary algebra? |
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Nelis Vermeulen |
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| Issue 66 (2007) |
Proof and proving in secondary school |
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Vimolan Mudaly |
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| Issue 66 (2007) |
An analysis of the influence of question design on learners’ approaches to number pattern generalisation tasks |
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Duncan Samson, Marc Schäfer |
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| Issue 66 (2007) |
Developing inquiry-based teaching and learning in Family Maths programme facilitators |
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Pam Austin, Paul Webb |
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| Issue 66 (2007) |
Using a task analysis approach within a guided problem-solving model to design mathematical learning activities |
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Aneshkumar Maharaj |
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| Issue 66 (2007) |
Dialogue in mathematics classrooms: Beyond question-and- answer methods |
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Karin Brodie |
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| Issue 63 (2006) |
A generalisation of the Spieker circle and Nagel line |
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Michael de Villiers |
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| Issue 63 (2006) |
Mathematical knowledge for teaching: Adding to the description through a study of probability in practice |
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Mercy Kazima, Jill Adler |
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| Issue 63 (2006) |
Teachers’ views on mathematical literacy and on their experiences as students of the course |
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Monde Mbekwa |
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