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Result 1 to 18 of 18 total

Optimization of (e-)bridging courses: examples from three universities. (Optimierung von (E-)Brückenkursen Mathematik: Beispiele von drei Hochschulen.) (German)
Hoppenbrock, Axel (ed.) et al., Lehren und Lernen von Mathematik in der Studieneingangsphase. Herausforderungen und Lösungsansätze. Wiesbaden: Springer Spektrum (ISBN 978-3-658-10260-9/pbk; 978-3-658-10261-6/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 115-129 (2016).
Classification: U55 D45 D35
1
Enactivism as a powerful theoretical framework for research and tool to reflect on my own role as a supervisor. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 20, No. 3, 314-324 (2016).
Classification: D20
2
Teacher code switching consistency and precision in a multilingual mathematics classroom. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 20, No. 3, 244-255 (2016).
Classification: C70 C50
3
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
4
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
5
‘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
6
VITALmaths ‒ Transforming learning experiences through mathematical video clips. (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). 293-297 (2011).
Classification: U50 U80 D40
7
Figural pattern generalisation ‒ the role of rhythm. (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). 298-303 (2011).
Classification: C30
8
An action research study of the growth and development of teacher proficiency in mathematics in the intermediate phase ‒ an enactivist perspective. Work-in-progress. (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). 189-192 (2011).
Classification: B50 C79
9
Enactivism, figural apprehension and knowledge objectification: an exploration of figural pattern generalisation. (English)
Learn. Math. 31, No. 1, 37-43 (2011).
Classification: C30
10
The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 15, No. 2, 191-204 (2011).
Classification: G10 C30
11
Concept literacy in mathematics and science: experiences with the development and use of a multilingual resource book in Xhosa, Zulu, English and Afrikaans in South Africa. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 10th international conference “Models in Developing Mathematics Education”, Dresden, Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für Technik und Wirtschaft (ISBN 83-919465-9-2). 512-516 (2009).
Classification: C53 U23
12
“As soon as the four sides are all equal, then the angles must be $90^{\circ}$ each”. Children’s misconceptions in geometry. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 12, No. 2, 47-65 (2008).
Classification: D70 G40 G70
13
Does ’African mathematics’ facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context. (English)
Pythagoras (Pretoria) 65, 2-9 (2007).
Classification: D30 C60 D10 A30 A40
14
Teacher education for mathematical literacy: a modelling approach. (English)
Pythagoras (Pretoria) 64, 45-50 (2006).
Classification: D39 B50
15
World view theory and the conceptualisation of space in mathematics education. (English)
Pythagoras (Pretoria), No. 59, 8-17 (2004).
Classification: D20 C30 E20
16
Content and new instructional modes in applied research. (Content und neue Lernformen in der angewandten Forschung.) (German)
LEARNTEC 2002: 10. Europäischer Kongress und Fachmesse für Bildungs- und Informationstechnologie. ,. 6 p. (2002).
Classification: R50
17
Activity: Exploring spirals. (English)
Pythagoras (Pretoria), No. 53, 36-41 (2000).
Classification: I90
18
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Result 1 to 18 of 18 total

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