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| Issue |
Title |
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| Issue 63 (2006) |
Official pedagogic identities from South African policy – some implications for mathematics teacher education practice |
Abstract
PDF
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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 |
| |
| 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 |
| |
| 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) |
Concerns about the South African Mathematical Literacy curriculum arising from experience of materials development |
Abstract
PDF
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|
Lynn Bowie, Vera Frith |
| |
| Issue 64 (2006) |
Developing Mathematical Literacy through project work: A teacher/teaching perspective |
Abstract
PDF
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|
Renuka Vithal |
| |
| 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) |
Mathematical Literacy as a school subject: Failing the progressive vision? |
Abstract
PDF
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|
Iben Maj Christiansen |
| |
| 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: 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) |
Teacher education for Mathematical Literacy: A modelling approach |
Abstract
PDF
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Bruce Brown, Marc Schäfer |
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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) |
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 61 (2005) |
Dynamic geometry: An agent for the reunification of algebra and geometry |
Abstract
PDF
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Meira Hockman |
| |
| Issue 61 (2005) |
Ten years of democracy: Translating policy into practice in mathematics and science education |
Abstract
PDF
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|
Kgabo Masehela |
| |
| Issue 61 (2005) |
Limits of functions – how do students handle them? |
Abstract
PDF
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Kristina Juter |
| |
| Issue 62 (2005) |
Maths concepts in teaching: Procedural and conceptual knowledge |
Abstract
PDF
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Caroline Long |
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| 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 |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| 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 59 (2004) |
Implementing the National Council of Teachers of Mathematics Standards: A slow process |
Abstract
PDF
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Joseph M. Furner |
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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) |
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) |
Meaningful contexts or dead mock reality: Which form will the everyday take? |
Abstract
PDF
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Godfrey Sethole |
| |
| Issue 59 (2004) |
World view theory and the conceptualisation of space in mathematics education |
Abstract
PDF
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Marc Schäfer |
| |
| 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 |
| |
| Issue 60 (2004) |
Modelling of real-world problems is often the starting point for proof |
Abstract
PDF
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Vimolan Mudaly |
| |
| Issue 60 (2004) |
Chanting as mathematical enculturation |
Abstract
PDF
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Anne Watson |
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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 |
| |
| Issue 60 (2004) |
Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators |
Abstract
PDF
|
|
Chris Breen |
| |
| Issue 60 (2004) |
Understanding student understanding in mathematics |
Abstract
PDF
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Willy Mwakapenda |
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