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Students’ dichotomous experiences of the illuminating and illusionary nature of pattern recognition in mathematics. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 20, No. 1, 45-56 (2016).
Classification: K20 H20 C30
1
Potential gaps during the transition from the embodied through symbolic to formal worlds of reflective symmetry. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 18, No. 2, 125-138 (2014).
Classification: D70 C30 G40 H20
2
‘The area of a triangle is $180^{\circ}$C’ ‒ an analysis of learners’ idiosyncratic geometry responses through the lenses of Vygotsky’s theory of concept formation. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 17, No. 1, 83-93 (2013).
Classification: C33 G43 D73
3
Mathematical connections of a higher cognitive level: a tool we may use to identify these in practice. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 16, No. 2, 176-191 (2012).
Classification: C30 C70 D60
4
Issues of teaching \& learning in South Africa: a disjunction between curriculum policy and implementation. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 13, No. sup 1, 47-64 (2009).
Classification: B70 D30
5
Curriculum coherence: an analysis of the national curriculum statement for mathematics (NCSM) and the exemplar papers at further education and training (FET) level in South Africa. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 13, No. 1, 33-49 (2009).
Classification: B70 D30
6
An analysis of in-service mathematics teachers’ conceptions of problem-solving in the subject at Midlands State University in Zimbabwe. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 12, No. 1, 75-86 (2008).
Classification: C29 D59
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