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…

An adequate understanding of the Nature of Science (NOS) has become increasingly important for science teachers in the context of the recent curriculum revisions being implemented in Grades R-9 in South African schools. This study explored the NOS conceptions and the influence of these conceptions on the classroom practice of two groups of…

Project-based learning (PBL) is the recommended approach for teaching technology in South Africa. The implementation of this approach, however, is problematic since the vast majority of technology teachers are not formally trained in technology education. Consequently, many of these teachers rely on technology textbooks for guidance. Therefore,…