Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learning, only a few studies have concentrated on the STEM preservice teachers' e-readiness for using online multimodal teaching methods in developing…

In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher…

This study investigated children's knowledge of the addition of fractions with unlike denominators. It focussed on the strategies used by children to add fractions with unlike denominators. A cross-sectional survey of Grade 8 children in schools in two districts in Ghana was used. A test on the addition of fractions with unlike denominators was…

Gender inequality is strongly linked with poor performance in science and mathematics for female students in secondary schools owing to socio-economic and cultural issues as well as learning strategies. According to the Certificate of Secondary Education Examination results of 2021 in Tanzania, the failure rate for female students was higher than…

Research on mathematical equivalence, and to some extent, on number structure in early grade mathematics, has shown that most students at primary and secondary levels understand these concepts instrumentally rather than relationally. The study reported in this paper uses a design research approach to explore both mathematical equivalence and…

In this article we share the findings emanating from a 20 year (2003-2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013-2022), nationally and…

The development of statistical literacy has become a key outcome of mathematics curricula in various countries. The purpose of the study was to explore primary pre-service teachers' (PSTs') knowledge of aspects of measures of central tendency, which is a central concept in statistical literacy. The 183 PSTs' written responses to four tasks were…

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…

Teachers' pedagogical content knowledge (PCK) has the potential to influence lesson planning, teaching and students' academic performance in science. Since PCK is embodied in lesson planning (as planned PCK), this study employed the multiple-case design to describe in-depth the biology teachers' profiles of planned topic-specific PCK (plTSPCK) for…

Although there is a lot of interest in the development of computational thinking (CT) and the benefits it could have for every student, integrating it into science classrooms may be more difficult than traditional teaching. This can be very challenging for South African science teachers. Thus, there is an increasing need to prepare teachers and…

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…

The literature describes different stances concerning the focus on how mathematics should be taught, with some preferring a conceptual knowledge approach and others a procedural knowledge approach. The current study investigated the relationship between students' conceptual and procedural knowledge in a calculus context. To better understand the…

Topic-specific pedagogical content knowledge (TSPCK) enables teachers to transform pedagogically difficult content for specific science topics into forms more easily understood by learners. In science teaching, there is evidence pointing to poor learner performance in key chemistry topics such as stoichiometry. This paper reports on the changes in…

The aim of this paper is to analyse the reasoning and symbolisations used by sixth grade Moroccan students in solving a task based on figurative patterns. Our analysis aims at identifying the systems of actions elaborated by the students to give the general expression of the sequence, according to their perceptions of the sequence of its patterns.…

This qualitative case study explored how exposure to Process-Oriented Guided Inquiry Learning (POGIL) improves 11th grade physical sciences learners' competency in solving stoichiometry problems. Two township schools of low socioeconomic status in Pretoria, South Africa, were conveniently and purposively sampled. Two classes (N = 48) composed of…