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| Issue |
Title |
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| Issue 68 (2008) |
Mathematics as a social construct: Teaching mathematics in context |
Abstract
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Hayley Barnes, Elsie Venter |
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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 |
Abstract
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Kai Horsthemke, Marc Schäfer |
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| Issue 65 (2007) |
Designing mathematical-technological activities for teachers using the Technology Acceptance Model |
Abstract
PDF
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Gerrit Stols |
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| Issue 65 (2007) |
Focus on the statistical education of prospective engineers in South Africa |
Abstract
PDF
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Temesgen Zewotir, Delia North |
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| Issue 65 (2007) |
An investigation into the mathematics performance of Grade 6 learners in South Africa |
Abstract
PDF
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Gary S. Kotzé, Japie. P. Strauss |
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| Issue 65 (2007) |
Description and impact of a distance mathematics course for Grade 10 to 12 teachers |
Abstract
PDF
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Gerrit Stols, Alwyn Olivier, Diane Grayson |
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| Issue 65 (2007) |
Teaching geometry in schools: An investigative rather than instructive process |
Abstract
PDF
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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 |
Abstract
PDF
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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 |
Abstract
PDF
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M. Faaiz Gierdien |
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| Issue 66 (2007) |
Depictions of females and males in Mozambican and Victorian (Australia) primary mathematics textbooks |
Abstract
PDF
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Adelino Evaristo Murimo, Helen Forgasz |
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| Issue 66 (2007) |
An analysis of the influence of question design on learners’ approaches to number pattern generalisation tasks |
Abstract
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Duncan Samson, Marc Schäfer |
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| Issue 66 (2007) |
Does Curriculum 2005 promote successful learning of elementary algebra? |
Abstract
PDF
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|
Nelis Vermeulen |
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| Issue 66 (2007) |
Dialogue in mathematics classrooms: Beyond question-and- answer methods |
Abstract
PDF
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Karin Brodie |
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| Issue 66 (2007) |
Using a task analysis approach within a guided problem-solving model to design mathematical learning activities |
Abstract
PDF
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Aneshkumar Maharaj |
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| Issue 66 (2007) |
Developing inquiry-based teaching and learning in Family Maths programme facilitators |
Abstract
PDF
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Pam Austin, Paul Webb |
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| Issue 66 (2007) |
Proof and proving in secondary school |
Abstract
PDF
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Vimolan Mudaly |
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| Issue 66 (2007) |
Mathematical Literacy – mathematics and/or literacy: What is being sought? |
Abstract
PDF
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|
Hamsa Venkat |
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| Issue 63 (2006) |
Official pedagogic identities from South African policy – some implications for mathematics teacher education practice |
Abstract
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Diane Parker |
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| Issue 63 (2006) |
Making mathematical meaning: From preconcepts to pseudoconcepts to concepts |
Abstract
PDF
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Margot Berger |
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| Issue 63 (2006) |
Teachers’ views on mathematical literacy and on their experiences as students of the course |
Abstract
PDF
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|
Monde Mbekwa |
| |
| Issue 63 (2006) |
A generalisation of the Spieker circle and Nagel line |
Abstract
PDF
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Michael de Villiers |
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| Issue 63 (2006) |
Contextual factors of the mathematics learning environment of grade 6 learners in South Africa |
Abstract
PDF
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G. S. Kotze, J. P. Strauss |
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| Issue 63 (2006) |
Mathematical knowledge for teaching: Adding to the description through a study of probability in practice |
Abstract
PDF
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Mercy Kazima, Jill Adler |
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| Issue 64 (2006) |
Teacher education for Mathematical Literacy: A modelling approach |
Abstract
PDF
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Bruce Brown, Marc Schäfer |
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| 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
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Vera Frith, Robert Prince |
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| Issue 64 (2006) |
Mathematical Literacy: Myths, further inclusions and exclusions |
Abstract
PDF
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Cyril Julie |
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| Issue 64 (2006) |
Mathematical Literacy: A new literacy or a new mathematics? |
Abstract
PDF
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Renuka Vithal, Alan J. Bishop |
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| Issue 64 (2006) |
Mathematical Literacy as a school subject: Failing the progressive vision? |
Abstract
PDF
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Iben Maj Christiansen |
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| Issue 64 (2006) |
Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts |
Abstract
PDF
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Hamsa Venkatakrishnan, Mellony Graven |
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| Issue 64 (2006) |
Concerns about the South African Mathematical Literacy curriculum arising from experience of materials development |
Abstract
PDF
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Lynn Bowie, Vera Frith |
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| Issue 64 (2006) |
Developing Mathematical Literacy through project work: A teacher/teaching perspective |
Abstract
PDF
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Renuka Vithal |
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| Issue 61 (2005) |
Mathematics teacher retention and the role of Identity: Sam’s story |
Abstract
PDF
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Mellony Graven |
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| Issue 61 (2005) |
Limits of functions – how do students handle them? |
Abstract
PDF
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Kristina Juter |
| |
| Issue 61 (2005) |
Ten years of democracy: Translating policy into practice in mathematics and science education |
Abstract
PDF
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Kgabo Masehela |
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| Issue 61 (2005) |
Dynamic geometry: An agent for the reunification of algebra and geometry |
Abstract
PDF
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Meira Hockman |
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| Issue 61 (2005) |
The theory of Realistic Mathematics Education as a theoretical framework for teaching low attainers in mathematics |
Abstract
PDF
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Hayley Barnes |
| |
| Issue 62 (2005) |
Mathematics for teaching: What is it and why is it important that we talk about it? |
Abstract
PDF
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Jill Adler |
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| Issue 62 (2005) |
The role of technology in fostering creativity in the teaching and learning of mathematics |
Abstract
PDF
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Balarabe Yushau, Andile Mji, Dirk C. J. Wessels |
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| Issue 62 (2005) |
Developing teachers, developing as a teacher: A story about a story |
Abstract
PDF
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Kate Bennie |
| |
| Issue 62 (2005) |
A generalisation of the nine-point circle and Euler line |
Abstract
PDF
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Michael de Villiers |
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| Issue 62 (2005) |
Assessment standards, Van Hiele levels, and grade seven learners’ understandings of geometry |
Abstract
PDF
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Nosisi Feza, Paul Webb |
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| Issue 62 (2005) |
Learning material in compliance with the Revised National Curriculum Statement: A dilemma |
Abstract
PDF
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Bertus van Etten, Kosie Smit |
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| Issue 62 (2005) |
Maths concepts in teaching: Procedural and conceptual knowledge |
Abstract
PDF
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Caroline Long |
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| Issue 59 (2004) |
A site-based model for professional development in mathematics at the elementary school level |
Abstract
PDF
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Denise S. Mewborn, Patricia D. Huberty |
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| Issue 59 (2004) |
World view theory and the conceptualisation of space in mathematics education |
Abstract
PDF
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Marc Schäfer |
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| Issue 59 (2004) |
Meaningful contexts or dead mock reality: Which form will the everyday take? |
Abstract
PDF
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Godfrey Sethole |
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| Issue 59 (2004) |
The development of the common fraction concept in Grade Three learners |
Abstract
PDF
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Claire Fraser, Hanlie Murray, Brenda Hayward, Pat Erwin |
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| Issue 59 (2004) |
A dynamic approach to quadrilateral definitions |
Abstract
PDF
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|
Rajendran Govender, Michael de Villiers |
| |
| Issue 59 (2004) |
Implementing the National Council of Teachers of Mathematics Standards: A slow process |
Abstract
PDF
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|
Joseph M. Furner |
| |
| Issue 60 (2004) |
Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators |
Abstract
PDF
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Chris Breen |
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| 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
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|
Lyn Webb, Paul Webb |
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| Issue 60 (2004) |
Chanting as mathematical enculturation |
Abstract
PDF
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|
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
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|
Vimolan Mudaly |
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