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Botha, Hanlie; van Putten, Sonja – African Journal of Research in Mathematics, Science and Technology Education, 2018

Mathematical literacy (ML) is a compulsory subject in South Africa for those learners who choose not to do mathematics to Grade 12 level. ML is designed to enable a learner to become a self-managing person by providing opportunities to analyse and solve real-life problems through the mathematisation of contextual situations. The subject thus lends…

Descriptors: Foreign Countries, Numeracy, Mathematics Teachers, Problem Solving

Chirinda, Brantina; Barmby, Patrick – African Journal of Research in Mathematics, Science and Technology Education, 2018

The South African curriculum emphasizes the teaching of problem solving in mathematics. However, little is known about South African teachers' views on the teaching of mathematical problem solving (MPS). The purpose of this study was to establish Grade 9 South African teachers' views, teaching strategies and the support required in their teaching…

Descriptors: Grade 9, Mathematics Teachers, Secondary School Teachers, Mathematics Instruction

Reyneke, Fransonet; Fletcher, Lizelle; Harding, Ansie – African Journal of Research in Mathematics, Science and Technology Education, 2018

The study in this paper reports on whether an online homework system in combination with a flipped classroom has a positive effect on success rates of first year statistics students. Departing from a traditional teaching model (Baseline), the technology-based intervention strategies implemented were firstly the Aplia™ interactive online homework…

Descriptors: College Freshmen, Statistics, Mathematics Achievement, Mathematics Instruction

Jagals, Divan; van der Walt, Marthie – African Journal of Research in Mathematics, Science and Technology Education, 2016

Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools…

Descriptors: Metacognition, Case Studies, Reflection, Problem Solving

Kazunga, Cathrine; Bansilal, Sarah – African Journal of Research in Mathematics, Science and Technology Education, 2016

Ratio and proportion have many daily life applications and hence form an important part of the Mathematical Literacy (ML) curriculum in South African schools. The purpose of this study was to explore ML teachers' application of ratio in an assessment task with multiple measure spaces set within the real-life context of the need to establish the…

Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Mathematical Concepts

Mhlolo, Michael Kainose – African Journal of Research in Mathematics, Science and Technology Education, 2016

The concept of pattern recognition lies at the heart of numerous deliberations concerned with new mathematics curricula, because it is strongly linked to improved generalised thinking. However none of these discussions has made the deceptive nature of patterns an object of exploration and understanding. Yet there is evidence showing that pattern…

Descriptors: Pattern Recognition, Mathematics Instruction, Grade 11, Algebra

Ndlovu, Zanele; Brijlall, Deonarain – African Journal of Research in Mathematics, Science and Technology Education, 2015

This study is part of ongoing research in undergraduate mathematics education. The study was guided by the belief that understanding the mental constructions the pre-service teachers make when learning matrix algebra concepts leads to improved instructional methods. In this preliminary study the data was collected from 85 pre-service teachers…

Descriptors: Preservice Teachers, Mathematics Instruction, Algebra, Teaching Methods

Kasule, Daniel; Mapolelo, Dumma – African Journal of Research in Mathematics, Science and Technology Education, 2013

We investigated how prospective primary school teachers from two countries with a common Language of Learning and Teaching (LoLT) think about word problems, both as a mathematical task and as a teaching task. The question driving the investigation was: if solving mathematics word problems is both a linguistic and a numerical skill, how do these…

Descriptors: Foreign Countries, Elementary School Teachers, Language of Instruction, Word Problems (Mathematics)

Ndlovu, Mdutshekelwa; Wessels, Dirk; de Villiers, Michael – African Journal of Research in Mathematics, Science and Technology Education, 2013

The subject of teacher competencies has been a key issue in mathematics education reform as the quality of an education system is fundamentally defined by the quality of its teachers. The study reported in this article attempted to identify and analyse displayed preservice teacher competencies and challenges encountered in early experiences with a…

Descriptors: Educational Technology, Technology Uses in Education, Preservice Teachers, Student Attitudes

Bansilal, Sarah; Debba, Rajan – African Journal of Research in Mathematics, Science and Technology Education, 2012

Mathematical Literacy was introduced in South African schools as a subject driven by life-related applications of mathematics. The design of assessment tasks for Mathematical Literacy (with its emphasis on real-life contexts) has created a new set of demands, not usually encountered in typical mathematics tasks. The purpose of this qualitative…

Descriptors: Numeracy, Mathematics Instruction, Foreign Countries, Qualitative Research

Chitera, Nancy – African Journal of Research in Mathematics, Science and Technology Education, 2012

In this article I present a discussion of mathematics teacher educators' descriptions of their practice, in particular, how they see their role in promoting home languages as the language of learning and teaching in Malawi. I also explore how mathematics teacher educators prepare pre- service teachers to teach mathematics in home languages in…

Descriptors: Foreign Countries, Mathematics Teachers, Teacher Educators, Teaching Methods

van Laren, Linda; Moore-Russo, Deborah – African Journal of Research in Mathematics, Science and Technology Education, 2012

Curricular policy documents generally communicate guidelines regarding the teaching of algebra. Those policy documents may not represent what teachers, currently teaching mathematics, consider significant. Teachers' views are more likely to provide information about what they emphasise in their mathematics classrooms. This paper reports on…

Descriptors: Foreign Countries, Algebra, Mathematics Instruction, Teacher Attitudes

Atebe, Humphrey Uyouyo; Schäfer, Marc – African Journal of Research in Mathematics, Science and Technology Education, 2011

The purpose of this qualitative case study involving six secondary school teachers was to obtain insight into how geometry is taught in selected Nigerian and South African high schools. It also aimed, by making use of the van Hiele model of geometry instruction, to elucidate what possible learning opportunities observed instructional methods could…

Descriptors: Foreign Countries, Geometry, Mathematics Instruction, Secondary School Mathematics