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Vermeulen, Cornelis; Meyer, Bronwin – African Journal of Research in Mathematics, Science and Technology Education, 2017
This article reports on a study that investigated the extent to which 57 Grade 6 students at a particular school have misconceptions regarding equality, with the equal sign as focus. It also investigated this school's three Grade 5 and 6 teachers' mathematical knowledge for teaching regarding equality, again focusing on the equal sign. The…
Descriptors: Elementary School Students, Middle School Students, Grade 6, Mathematics Education
Kazunga, Cathrine; Bansilal, Sarah – African Journal of Research in Mathematics, Science and Technology Education, 2016
Ratio and proportion have many daily life applications and hence form an important part of the Mathematical Literacy (ML) curriculum in South African schools. The purpose of this study was to explore ML teachers' application of ratio in an assessment task with multiple measure spaces set within the real-life context of the need to establish the…
Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Mathematical Concepts
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
Mudaly, Vimolan – African Journal of Research in Mathematics, Science and Technology Education, 2014
Within the South African school curriculum, the section on graphical functional relationships consists of signs which include symbols, notation and imagery. In a previous article we explored the role visualisation played in the way learners understood mathematical concepts. That paper reported on the learners' fixation with the physical features…
Descriptors: Visualization, Semiotics, Mathematical Concepts, Concept Teaching
Kolitsoe Moru, Eunice; Qhobela, Makomosela – African Journal of Research in Mathematics, Science and Technology Education, 2013
The study investigated teachers' pedagogical content knowledge of common students' errors and misconceptions in sets. Five mathematics teachers from one Lesotho secondary school were the sample of the study. Questionnaires and interviews were used for data collection. The results show that teachers were able to identify the following students'…
Descriptors: Secondary School Teachers, Pedagogical Content Knowledge, Misconceptions, Questionnaires
Bansilal, Sarah; Debba, Rajan – African Journal of Research in Mathematics, Science and Technology Education, 2012
Mathematical Literacy was introduced in South African schools as a subject driven by life-related applications of mathematics. The design of assessment tasks for Mathematical Literacy (with its emphasis on real-life contexts) has created a new set of demands, not usually encountered in typical mathematics tasks. The purpose of this qualitative…
Descriptors: Numeracy, Mathematics Instruction, Foreign Countries, Qualitative Research
van Laren, Linda; Moore-Russo, Deborah – African Journal of Research in Mathematics, Science and Technology Education, 2012
Curricular policy documents generally communicate guidelines regarding the teaching of algebra. Those policy documents may not represent what teachers, currently teaching mathematics, consider significant. Teachers' views are more likely to provide information about what they emphasise in their mathematics classrooms. This paper reports on…
Descriptors: Foreign Countries, Algebra, Mathematics Instruction, Teacher Attitudes