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Stols, Gerrit; Ono, Yumiko; Rogan, John – African Journal of Research in Mathematics, Science and Technology Education, 2015
Beliefs help shape how teachers perceive effective mathematics teaching. Providers of professional development, be they local or from other countries, need to be cognisant of such perceptions. This paper seeks to answer the question, "What do South African teachers perceive as effective and ineffective teaching for developing conceptual…
Descriptors: Mathematics Instruction, Teacher Attitudes, Foreign Countries, Curriculum Implementation
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Roux, Annalie; Nieuwoudt, Hercules; Nieuwoudt, Susan – African Journal of Research in Mathematics, Science and Technology Education, 2015
It is a known fact that South African learners underachieve in mathematics. One possible factor that might have an influence on their mathematics achievement is the conceptual knowledge of mathematics teachers. In order to facilitate conceptual understanding, mathematics teachers themselves must possess profound mathematical knowledge. One key…
Descriptors: Mathematics Education, Foreign Countries, Mathematics Teachers, Mathematics Achievement
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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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Turpin, Marita; Matthee, Machdel; Kruger, Anine – African Journal of Research in Mathematics, Science and Technology Education, 2015
The development of problem solving skills is a shared goal in science, engineering, mathematics and technology education. In the applied sciences, problems are often open-ended and complex, requiring a multidisciplinary approach as well as new designs. In such cases, problem solving requires not only analytical capabilities, but also creativity…
Descriptors: Creativity, Information Systems, Undergraduate Students, Guidelines
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Cronje, Annelize; de Beer, Josef; Ankiewicz, Piet – African Journal of Research in Mathematics, Science and Technology Education, 2015
Science teachers in South Africa and globally experience difficulties with the integration of indigenous knowledge into their science lessons--a requirement of many science curricula. One of the reasons for this may relate to the views teachers hold about indigenous knowledge. Such views can form a barrier against successful inclusion of…
Descriptors: Foreign Countries, Indigenous Knowledge, Science Instruction, Science Teachers
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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
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Gudyanga, Anna; Adam, Kathija; Kurup, Raj – African Journal of Research in Mathematics, Science and Technology Education, 2015
The influence of context on identity formation amongst young adolescent females and their subsequent participation in physics as a subject at Advanced Level (A level) is the central focus of this study. A qualitative approach grounded in an interpretivist paradigm was used for the purpose of this study. Verbal descriptions of the scientist they…
Descriptors: Foreign Countries, Identification (Psychology), Early Adolescents, Females
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Wolff, Eugenie; Mnguni, Lindelani – African Journal of Research in Mathematics, Science and Technology Education, 2015
The potential of science to transform lives has been highlighted by a number of scholars. This means that critical socio-scientific issues (SSIs) must be integrated into science curricula. Development of context-specific scientific knowledge and twenty-first-century learning skills in science education could be used to address SSIs such as…
Descriptors: Biological Sciences, Acquired Immunodeficiency Syndrome (AIDS), Social Problems, Science Curriculum
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Molefe, Leonard; Stears, Michèle – African Journal of Research in Mathematics, Science and Technology Education, 2014
The importance of teaching science process skills in science education is well documented in the literature. Yet the issue of process skills had also been associated with debates on validity of a process approach to science education. This research was conducted to explore views of science teacher educators in initial teacher education programmes…
Descriptors: Science Teachers, Science Instruction, Teacher Attitudes, Science Process Skills
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Brown, Bruce J. L. – African Journal of Research in Mathematics, Science and Technology Education, 2014
Mathematical engagement is a complex process of interaction between the person and the world. This interaction is strongly influenced by the concepts and structure of the mathematical field, by the practical and symbolic tools of mathematics and by the focus of investigation in the world. This paper reports on research that involves a detailed…
Descriptors: Interaction, Mathematics Instruction, Learner Engagement, Graduate Students
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Linder, Anne; Airey, John; Mayaba, Nokhanyo; Webb, Paul – African Journal of Research in Mathematics, Science and Technology Education, 2014
Recently, the South African Institute of Physics undertook a major review of university physics education. The report highlighted the necessity for further transformation of the teaching of physics, particularly in relation to the teaching of under-prepared students. In this article we examine how physics lecturers in South Africa reported how…
Descriptors: Foreign Countries, Intellectual Disciplines, Literacy, Academic Discourse
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Naidoo, Premella Devie; Vithal, Renuka – African Journal of Research in Mathematics, Science and Technology Education, 2014
Recognition of the critical role of indigenous knowledge systems (IKS) in science in the new South African national curriculum for schools affirms the importance of IKS, particularly in the natural, physical and life sciences, as they are included in its policy. This paper explores the question of how teachers implement IKS in their science…
Descriptors: Indigenous Knowledge, Teaching Methods, Science Instruction, Curriculum Implementation
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Chikunda, Charles – African Journal of Research in Mathematics, Science and Technology Education, 2014
The physical sciences, mathematics and technology subjects in Zimbabwe, like in most other African countries, are still male dominated. This is despite numerous efforts over the years directed towards gender equality in these disciplines. Many studies point at teacher education as not doing enough to assist future teachers in these disciplines…
Descriptors: Foreign Countries, Preservice Teacher Education, Curriculum Implementation, Sex Fairness
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Engelbrecht, Johann; Harding, Ansie; Potgieter, Marietjie – African Journal of Research in Mathematics, Science and Technology Education, 2014
Academic development (AD) programmes for students not complying with the entrance requirements of mainstream programmes in science have been running at a number of universities in South Africa. In this study we contribute to the debate on criteria for the success of AD programmes, specifically in the context of research-intensive universities in…
Descriptors: Foreign Countries, Undergraduate Students, Research Universities, College Science
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Kaphesi, Elias – African Journal of Research in Mathematics, Science and Technology Education, 2014
This paper reports on the metaphors that 36 third-year university mathematics education students have about mathematics. These metaphors were investigated through a questionnaire with five open-ended items. An inductive analysis of the students' metaphors for mathematics indicated that students had well developed and complex metaphors about…
Descriptors: Undergraduate Students, Mathematics Education, Student Attitudes, Figurative Language
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