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Result 1 to 20 of 24 total

Improving primary mathematics education, teaching and learning. Research for development in resource-constrained contexts (to appear). (English)
Palgrave Studies in Excellence and Equity in Global Education. New York, NY: Palgrave Macmillan (ISBN 978-1-137-52979-4/hbk; 978-1-137-52980-0/ebook). xxxii, 245~p. (2017).
Classification: A60 D20 D12 C32
1
When systemic interventions get in the way of localized mathematics reform. (English)
Learn. Math. 36, No. 1, 8-13 (2016).
Classification: D40 D30
2
Between people-pleasing and mathematizing:South African learners’ struggle for numeracy. (English)
Educ. Stud. Math. 91, No. 3, 349-373 (2016).
Classification: C60 C30 C70 C50 C20
3
Establishing a community of practice of leading African scholars in mathematics education: the significant contribution of Prof. Jill Adler. (English)
Phakeng, Mamokgethi (ed.) et al., Mathematics education in a context of inequity, poverty and language diversity. Giving direction and advancing the field. Cham: Springer (ISBN 978-3-319-38823-6/hbk; 978-3-319-38824-3/ebook). 43-57 (2016).
Classification: D20 B40
4
Socioeconomic influence on mathematical achievement: what is visible and what is neglected. (English)
Cho, Sung Je (ed.), The proceedings of the 12th international congress on mathematics education. Intellectual and attitudinal challenges, COEX, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-10685-4/pbk; 978-3-319-12688-3/ebook). 285-301 (2015).
Classification: C60 C30 A30 D20
5
A love for mathematical playfulness as a key ingredient of mathematical knowledge for teaching. (English)
Venkat, Hamsa (ed.) et al., Exploring mathematics and science teachers’ knowledge. Windows into teacher thinking. London: Routledge (ISBN 978-0-415-71387-0/hbk; 978-1-315-88309-0/ebook). 163-177 (2014).
Classification: D20 D39 B50
6
Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context. (English)
ZDM, Int. J. Math. Educ. 46, No. 7, 1039-1049 (2014).
Classification: C60
7
Primary teachers’ experiences relating to the administration processes of high-stakes testing: the case of mathematics annual national assessments. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 18, No. 3, 299-310 (2014).
Classification: C29 D62 D63
8
The evolution of an instrument for researching young mathematical dispositions. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 17, No. 1, 26-37 (2013).
Classification: C32 D20
9
Do South African mathematics teachers need narrative therapy? (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 127-132 (2011).
Classification: B50
10
Mathematical literacy in South Africa: increasing access and quality in learners’ mathematical participation both in and beyond the classroom. (English)
Atweh, Bill (ed.) et al., Mapping equity and quality in mathematics education. Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk; 978-90-481-9803-0/ebook). 493-508 (2011).
Classification: B10 D30 C70 C60 A40
11
Mapping equity and quality in mathematics education. (English)
Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk; 978-90-481-9803-0/ebook). xxxv, 624~p. (2011).
Classification: D10 B10 C10
12
Positions and purposes for contextualisation in mathematics education in South Africa. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 13, No. sup 1, 81-95 (2009).
Classification: C30 D20
13
Emerging pedagogic agendas in the teaching of mathematical literacy. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 11, No. 2, 67-84 (2007).
Classification: D30
14
Emerging successes and tensions in the implementation of mathematical literacy. (English)
Learn. Teach. Math., No. 4, 5-9 (2006).
Classification: D30
15
Mathematical literacy in South Africa and functional mathematics in England: A consideration of overlaps and contrasts. (English)
Pythagoras (Pretoria) 64, 14-28 (2006).
Classification: D30
16
Mathematics teacher retention and the role of Identity: Sam’s story. (English)
Pythagoras (Pretoria), No. 61, 2-10 (2005).
Classification: B50 C29
17
Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. (English)
Educ. Stud. Math. 57, No. 2, 177-211 (2004).
Classification: B50 D30 D40
18
Teacher learning as changing meaning, practice, community, identity and confidence: The story of Ivan. (English)
Learn. Math. 23, No. 2, 28-36 (2003).
Classification: C39
19
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. (English)
J. Math. Teach. Educ. 6, No. 2, 185-194 (2003).
Classification: B50
20
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Result 1 to 20 of 24 total

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