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Mwadzaangati, Lisnet; Adler, Jill; Kazima, Mercy – African Journal of Research in Mathematics, Science and Technology Education, 2022
We re-examine a Malawian teacher's lessons which, using the framework of mathematic problem-solving developed by Polya, the typology of levels of task demand from Stein and colleagues and Malawi's description of learner-centred education (LCE), were described as teacher-centred and evaluated as 'not good'. We studied seven video-recorded circle…
Descriptors: Foreign Countries, Mathematics Instruction, Lesson Plans, Secondary School Students
Longwe, Justina; Fauskanger, Janne; Kazima, Mercy – African Journal of Research in Mathematics, Science and Technology Education, 2022
This article discusses the findings of a case study that explored the use of explanatory talk in mathematics teacher education lessons on how to teach the concept of place value. The Mathematics Discourse in Instruction framework guided the study, in particular the element of naming in explanatory talk. Three teacher educators' lessons on the…
Descriptors: Mathematics Education, Preservice Teacher Education, Teaching Methods, Mathematical Concepts
Mwadzaangati, Lisnet; Kazima, Mercy – African Journal of Research in Mathematics, Science and Technology Education, 2019
Understanding the proof problem is necessary in the development of geometric proof in schools. This paper discusses findings from a qualitative case study which explored the mathematical work done by teachers in helping students to understand geometric proof problems. Data were generated from two teachers through video-recorded observations of 30…
Descriptors: Mathematics Instruction, Teaching Methods, Geometry, Mathematical Logic