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Rauscher, Willem – African Journal of Research in Mathematics, Science and Technology Education, 2016
Technology teachers should have a sound understanding and knowledge of artefacts in order to assist learners in the designing, making and evaluating of artefacts. Unfortunately, technology teachers in South African schools seem to have a poor grasp of the complexity of this important part of knowledge that is specific to technology. As a result,…
Descriptors: Models, Foreign Countries, Technology Education, Technology
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Davis, Zain – African Journal of Research in Mathematics, Science and Technology Education, 2016
Anthropological approaches to studying the contextual specificity of mathematical thought and practice in schools can productively inform descriptions and analyses of mathematical practices within and across different teaching and learning contexts. In this paper I argue for an anthropological methodological orientation that takes into…
Descriptors: Anthropology, Elementary School Mathematics, Mathematics Instruction, Teaching Methods
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Schäfer, Marc – African Journal of Research in Mathematics, Science and Technology Education, 2016
Enactivism, as an interesting and useful theoretical underpinning is gaining traction in Mathematics Education research. It forms the central theme of this paper whose aim is two-fold: first to describe and engage with how elements of enactivism informed a PhD study, both on a theoretical and analytical level, and second to reflect on the enacted…
Descriptors: Models, Research, Supervisors, Foreign Countries
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Adler, Jill; Ronda, Erlina – African Journal of Research in Mathematics, Science and Technology Education, 2015
We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that…
Descriptors: Mathematics Instruction, Discourse Analysis, Models, Teaching Models
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Plotz, Mariana; Froneman, Sonica; Nieuwoudt, Hercules – African Journal of Research in Mathematics, Science and Technology Education, 2012
In this paper we offer a theoretical discussion on the mathematical content knowledge development of secondary school mathematics teachers. We discuss relevant studies from literature and use different views and conceptions of school mathematics to propose a model to develop or transform the mathematical content knowledge of secondary school…
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Mathematics Teachers, Teacher Education Programs
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Onwu, Gilbert O. M.; Kyle, William C., Jr. – African Journal of Research in Mathematics, Science and Technology Education, 2011
Socio-scientific issues should be considered in the course of students' formal education in science as one of the ways in which science education ought to be connected to the goals of sustainable development. Approaches to education in science still perpetuate a way of thinking that is incommensurable with preparing learners to develop the…
Descriptors: Sustainable Development, Science Education, Teaching Methods, Decision Making
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Pavlova, Margarita – African Journal of Research in Mathematics, Science and Technology Education, 2011
The importance of addressing education for sustainable development (ESD) through technology education has been argued by a number of researchers; it appears increasingly in curriculum document statements; and some resources have been developed for use by teachers. However, when the concept of sustainable development is discussed within technology…
Descriptors: Sustainable Development, Technology Education, Learning Activities, Class Activities
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Ogunniyi, Meshach B. – African Journal of Research in Mathematics, Science and Technology Education, 2011
The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its…
Descriptors: Social Problems, Relevance (Education), Cultural Context, Science Instruction
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Narayanan, Ajayagosh – African Journal of Research in Mathematics, Science and Technology Education, 2011
Mathematics as a subject is indispensable in the development of Lesotho with respect to science, technology or any other field of knowledge. It is also a mirror to our past. In this case, Lesotho's indigenous mathematics is not fully explored and understood by Basotho. This author aims to present ethno mathematics of Basotho as compared to…
Descriptors: Foreign Countries, Ethnography, Mathematics, Indigenous Knowledge
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Christiansen, Iben Maj – African Journal of Research in Mathematics, Science and Technology Education, 2010
Reflecting on the last three years of AJRMSTE publications, I present my perspective on some patterns across many submissions--some of which were published, others not. Firstly, I address the 'fidelity' approach to educational research which I feel has dominated over other approaches. Next, I discuss the perception of constructivism which has been…
Descriptors: Foreign Countries, Scholarship, Periodicals, Educational Research
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van der Merwe, T. M.; van der Merwe, A. J.; Venter, L. M. – African Journal of Research in Mathematics, Science and Technology Education, 2010
In a previous paper we reported on several personal and situational tensions which influence the use and value of a mathematics-friendly online discussion forum environment in pursuit of the Continuous Professional Development (CPD) of previously disadvantaged and advantaged mathematics teachers in the South African context of disparities. This…
Descriptors: Foreign Countries, Faculty Development, Professional Continuing Education, Mathematics Teachers
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Allie, Saalih; Armien, Mogamat Noor; Burgoyne, Nicolette; Case, Jennifer M.; Collier-Reed, Brandon I.; Craig, Tracy S.; Deacon, Andrew; Fraser, Duncan M.; Geyer, Zulpha; Jacobs, Cecilia; Jawitz, Jeff; Kloot, Bruce; Kotta, Linda; Langdon, Genevieve; le Roux, Kate; Marshall, Delia; Mogashana, Disaapele; Shaw, Corrinne; Sheridan, Gillian; Wolmarans, Nicolette – African Journal of Research in Mathematics, Science and Technology Education, 2010
In this paper we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view…
Descriptors: Engineering Education, Teaching Methods, Vignettes, Discourse Communities