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Showing 1 to 15 of 73 results Save | Export
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Ngcoza, Kenneth; Southwood, Sue – Pythagoras, 2019
This article is the result of a professional collaboration between two educationists (working originally in the fields of mathematics and science education), who share a passion for exploring collaborative approaches to the professional development of educators. It extends ideas explored in earlier work by focusing on the concept of professional…
Descriptors: Social Networks, Teacher Collaboration, Faculty Development, Communities of Practice
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Roberts, Anthea; le Roux, Kate – Pythagoras, 2019
Concerns have been expressed that although learners may solve linear equations correctly they cannot draw on mathematically valid resources to explain their solutions or use their strategies in unfamiliar situations. This article provides a detailed qualitative analysis of the thinking of 15 Grade 8 and Grade 9 learners as they talk about their…
Descriptors: Foreign Countries, Mathematics Instruction, Equations (Mathematics), Grade 8
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Maseko, Jeremiah; Luneta, Kakoma; Long, Caroline – Pythagoras, 2019
The rational number knowledge of student teachers, in particular the equivalence of fractions, decimals, and percentages, and their comparison and ordering, is the focus of this article. An instrument comprising multiple choice, short answer and constructed response formats was designed to test conceptual and procedural understanding. Application…
Descriptors: Mathematics Instruction, Number Concepts, Test Validity, Models
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Gierdien, Faaiz; Smith, Charles; Julie, Cyril – Pythagoras, 2019
The aim of this article is to shift the notion of 'sites' as places of work peculiar to continuous professional development (CPD) to a theoretical level, independent of, yet intimately connected to, their physical meanings, for example universities and schools. Most CPD initiatives have to contend with at least one of these two sites, in which…
Descriptors: Faculty Development, Mathematics Teachers, College School Cooperation, Algebra
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Moru, Eunice K.; Qhobela, Makomosela – Pythagoras, 2019
The purpose of the reported study was to investigate the social science students' concept images and concept definitions of anti-derivatives. Data were collected through asking students to answer 10 questions related to anti-derivatives and also by interviewing them. The theory of concept image and concept definition was used for data analysis.…
Descriptors: Social Sciences, Concept Formation, Definitions, Mathematical Concepts
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Mwadzaangati, Lisnet – Pythagoras, 2019
This qualitative case study examined similarities and differences between circle geometric proof development tasks set up in the Malawian Grade 11 mathematics textbook, and those that are set up and implemented by teachers in the classroom. Data generation included analysing the content of circle geometry proof tasks from the mathematics textbook…
Descriptors: Foreign Countries, Geometric Concepts, Validity, Mathematical Logic
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De Freitas, Gabrielle; Spangenberg, Erica D. – Pythagoras, 2019
Many mathematics teachers struggle to effectively integrate information and communication technology (ICT) in their teaching and need continuous professional development programmes to improve their technological pedagogical content knowledge (TPACK). This article aims to identify mathematics teachers' levels of TPACK and barriers to integrating…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Technological Literacy, Educational Technology
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Biccard, Piera – Pythagoras, 2019
This article sets out a professional development programme for primary school mathematics teachers. Clark and Hollingsworth's model of teacher change provided the theoretical framework necessary to understand teacher change. A design study allowed for increased programme flexibility and participator involvement. Five volunteer primary school…
Descriptors: Faculty Development, Mathematics Teachers, Elementary School Teachers, Public Schools
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Roberts, Nicky – Pythagoras, 2019
This article reflects critically on the guidance offered to South African teachers in two canonical texts: the Curriculum and Assessment Policy Statements (CAPS) and Mathematics teaching and learning framework for South Africa: Teaching mathematics for understanding (TMU). I make explicit my philosophical orientation, and how 'teaching mathematics…
Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Elementary School Mathematics
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Ubah, Ifunanya; Bansilal, Sarah – Pythagoras, 2019
Many pre-service mathematics teachers in South Africa are apprehensive about the content of Euclidean geometry, because they did not study Euclidean geometry in high school but will be expected to teach the content when they start their teaching career. This article reports on a study that explored the role of semiotic representations in…
Descriptors: Geometry, Geometric Concepts, Mathematics Instruction, Preservice Teacher Education
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Moloi, Qetelo M.; Kanjee, Anil; Roberts, Nicky – Pythagoras, 2019
Within initial teacher education there is increasing pressure to enhance the use of assessment data to support students to improve their knowledge and skills, and to determine what standards they meet upon graduation. For such data to be useful, both programme designers and students require meaningful and comprehensive assessment reports on…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Standard Setting, Mathematics Tests
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Alex, Jogymol; Mammen, Kuttikkattu J. – Pythagoras, 2018
After a long six-year lapse, the Curriculum and Assessment Policy Statement introduced in 2012 included geometry as part of the South African Grade 12 Mathematics Paper 2. The first cohort of matriculation students wrote Paper 2 in 2014. This article reports on the understanding of geometry terminology with which a group of 154 first-year…
Descriptors: Geometry, Mathematics Instruction, Vocabulary, Rural Areas
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Okitowamba, Onyumbe; Julie, Cyril; Mbekwa, Monde – Pythagoras, 2018
Various efforts are underway to improve achievement in high-stakes examinations in school mathematics. This article reports on one such initiative which focuses on the development of quality teaching of school mathematics by embedding it within an examination-driven emphasis. A quantitative approach was used to analyse the performance of Grade 10…
Descriptors: Mathematics Instruction, Mathematics Achievement, High Stakes Tests, Grade 10
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Maoto, Satsope; Masha, Kwena; Mokwana, Lekwa – Pythagoras, 2018
This article focuses mainly on two key mathematical processes (representation, and reasoning and proof). Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher's attempt to facilitate the learning of the processes in his classroom.…
Descriptors: Mathematics Instruction, Mathematical Logic, Validity, Secondary School Mathematics
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Mabotja, Samuel; Chuene, Kabelo; Maoto, Satsope; Kibirige, Israel – Pythagoras, 2018
This article uses parts of qualitative data from the first author's study that focused on exploring Pirie and Kieren's process of "folding back," revisiting previously held understandings of a concept for its extended understanding in order to solve the problem of enhancing Grade 10 learners' reasoning in geometry. In South Africa,…
Descriptors: Grade 10, Mathematics Instruction, Geometry, Thinking Skills
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