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Result 1 to 17 of 17 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
Coding teaching for simultaneity and connections. Examining teachers’ part-whole additive relations instruction. (English)
Educ. Stud. Math. 93, No. 3, 293-313 (2016).
Classification: F32 D42
2
Researcher as activist: a conversation. (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). 75-87 (2016).
Classification: A30 B40
3
Mathematical practices and mathematical modes of enquiry: same or different? (English)
Int. J. STEM Educ. 2, No. 1, Paper No. 6, 12 p., electronic only (2015).
Classification: D39 D40 C70
4
Boundary objects and boundary crossing for numeracy teaching. (English)
ZDM, Math. Educ. 47, No. 4, 575-586 (2015).
Classification: D39 M19 C39 C49
5
Teachers’ mathematical discourse in instruction. Focus on examples and explanations. (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). 132-146 (2014).
Classification: D40 C50 H20
6
Connections and simultaneity: analysing South African G3 part-part-whole teaching. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 337-344 (2014).
Classification: F32 C72
7
Exploring mathematics and science teachers’ knowledge. Windows into teacher thinking. (English)
London: Routledge (ISBN 978-0-415-71387-0/hbk; 978-1-315-88309-0/ebook). xxi, 213~p. (2014).
Classification: A60 B50 D10
8
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
9
Using temporal range to theorize early number teaching in South Africa. (English)
Learn. Math. 33, No. 2, 31-36 (2013).
Classification: D32 D42 F32 F22 D20
10
Pre-service teacher learning for mathematical modelling. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 395-404 (2013).
Classification: M19 C39 B50
11
Coherence and consistency in South African primary mathematics lessons. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 2. Taipei: National Taiwan Normal University. 27-34 (2012).
Classification: D39 D32 C72
12
Exploring the nature and coherence of mathematical work in South African mathematical literacy classrooms. (English)
Res. Math. Educ. 12, No. 1, 53-68 (2010).
Classification: D30 C30
13
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
14
Mathematics and science education research, policy and practice in South Africa: what are the relationships? (English)
Afr. J. Res. Math. Sci. Technol. Educ. 13, No. sup 1, 5-27 (2009).
Classification: D20 A40 B10
15
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
16
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
17
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