Result **1** to **20** of **118** total

TIMSS data in an African comparative perspective: investigating the factors influencing achievement in mathematics and their psychometric properties. (English)

Large-Scale Assess. Educ. 3, No. 1, Paper No. 4, 36 p., electronic only (2015).

1

African dance rattles and plaiting polyhedra: a journey. (English)

Math. Intell. 37, No. 2, 52-61 (2015).

2

Issues and concerns about the integration of ICT into the teaching and learning of mathematics in Africa: Botswana case. (English)

Cho, Sung Je (ed.), Selected regular lectures from the 12th international congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk; 978-3-319-17187-6/ebook). 187-202 (2015).

3

Ugandan contextualised questions ‒ cheap or challenging? (English)

Math. Teach. (Derby) 246, 19-22 (2015).

4

Do the maths: an analysis of the gender gap in mathematics in Africa. (English)

Econ. Educ. Rev. 46, 1-22 (2015).

5

A social constructionist perspective of learning mathematics in the African context. (English)

Philos. Math. Educ. J. 28, 37 p., electronic only (2014).

6

Implementing Japanese lesson study in foreign countries: misconceptions revealed. (English)

Math. Teach. Educ. Dev. 16, No. 1, 65-83, electronic only (2014).

7

Universal basic education and the provision of quality mathematics in southern Africa. (English)

Int. J. Sci. Math. Educ. 12, No. 4, 841-858 (2014).

8

Mathematics education in Africa. (English)

Karp, Alexander (ed.) et al., Handbook on the history of mathematics education. New York, NY: Springer (ISBN 978-1-4614-9154-5/hbk; 978-1-4614-9155-2/ebook). 391-403 (2014).

9

A school in Western Kenya. (English)

J. Math. Educ. Teach. Coll. 4, No. 1, 81-83 (2013).

10

To what extent does culture influence mathematical activity? (English)

Math. Sch. (Leicester) 41, No. 2, 7-14 (2012).

11

Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions. (English)

Herbel-Eisenmann, Beth (ed.) et al., Equity in discourse for mathematics education. Theories, practices, and policies. Based on a conference, Rochester, NY, USA, May 2008. Dordrecht: Springer (ISBN 978-94-007-2812-7/hbk; 978-94-007-2813-4/ebook). Mathematics Education Library 55, 125-145 (2012).

12

A socio-political look at equity in the school organization of mathematics education. (English)

Forgasz, Helen (ed.) et al., Towards equity in mathematics education. Gender, culture, and diversity. Berlin: Springer (ISBN 978-3-642-27701-6/hbk; 978-3-642-27702-3/ebook). Advances in Mathematics Education, 373-387 (2012).

13

Challenges and possibilities in emergency education: insights for maths teaching and learning at a Johannesburg refugee school. (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). 261-266 (2011).

14

An investigation into the design of advanced certificates in education on mathematical literacy teachers in KwaZulu-Natal. (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). 358-363 (2011).

15

Developing skills for successful learning. (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). 328-333 (2011).

16

A case study of a teacher professional development programme for rural teachers. (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). 181-186 (2011).

17

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).

18

Professional learning communities and teacher change. (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). 50-55 (2011).

19

South African rural teachers’ reflections on their problems of practice: taking modest steps in professional development. (English)

Math. Educ. Res. J. 23, No. 2, 107-127 (2011).

20

Result **1** to **20** of **118** total