South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Centre for Advanced 18 – 21 18th SAARMSTE Computer Modelling and The Effect of Mathematics Game-Based 1 Achary, S., & Naidoo, R Jan., 2010 Vol.3 (Short Papers) 206-16 Manufacturing, Durban Learning in Grade Seven Uni. of Tech.
Refocusing on the informal test: A diagnostic University of Stellenbosch AMESA Vol. 1 (7th 2 Adendorff, S, & Smit, S 2 – 6 Jul., 2001 formative assessment tool for the OBE-based 75 - 85 (IMSTUS) National Congress) teaching of mathematics in schools
1Wits:2 Marang Centre for An investigation into mathematics for teaching: 3 1Adler, J., & 2Pillay, V mathematics and Sc. Edu., 2007 AJRMSTE, Vol. 11 (2) 85-102 Insights from a case Wits Opening Another Black box: Researching 1WITS, SA, 2University of Journal of Research in 4 1Adler, J., & 2Davis, Z. 2006 Mathematics for Teaching in Mathematics 271 - 296 Cape Town, SA Mathematics, Vol. 37 (4 ) Teacher Education Studying mathematics for teaching inside 14th SAARMSTE 5 Adler, J., & Davis, Z. Wits; UCT. Jan., 2006 160–165 teacher education Proceedings
University of the Researching mathematics teacher education: 13th SAARMSTE 6 Adler, J Witwatersrand, School of 10 – 14 Jan, 2005 11 – 23 The QUANTUM Project and its progress Proceedings Education
University of the Inset and mathematics teachers’ conceptual 10th SAARMSTE 7 Adler, J 22 – 26 Jan., 2002 1 – 9 Witwatersrand knowledge- in- practice Proceedings
Journal of Research in University of the The dilemma of transparency: Seeing and seeing 8 Adler, J 1999 Mathematics Education, 47 – 64 Witwatersrand through talk in the mathematics classroom Vol. 30, No. 1 University Of 6th SAARMSTE 9 Adler, J 14 – 17 Jan.,1998 Doing A Base-line Study 30 – 38 Witwatersrand Proceedings Teaching cases And Dilemma Language: A University Of The 5th SAARMSTE 10 Adler, J. 22 – 26 Jan., 1997 Potentially Powerful Tool In Mathematics 197 – 203 Witwatersrand Proceedings Teacher Education
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Participatory, Inquiry pedagogy, University Of The Communicative Competence And Mathematical 3rd SAARMSTE 11 Adler, J. Witwatersrand, Jan., 1995 Vol. 1 1 - 26 Knowledge In A Multilingual Classroom: A Proceedings Johannesburg Vignette
Moving beyond apartheid or more of the same? University of the 12 Adler, J Sept.,1993 Political dimensions of national examining at Pythagoras, No. 32 29 – 34 Witwatersrand the Std level.
University of Activity Theory As Tool For A Mathematics 1st SAARMSTE 13 Adler, J. Jan. 28-31, 1993 53 - 58 Witwatersrand Teacher-As- Researcher. Proceedings
18 – 21 Reasoning and communicating mathematically 18th SAARMSTE 14 Aineamani, B Wits Jan., 2010 focusing on word problems and construction of Vol.1 (Long Papers) 38-50 proof
Science and Mathematics teacher’s perception 15 Aldous, C. University of Pretoria 2004 AJRMSTE Vol. 8 (1 ) 65 – 76 of C2005 in Mpumalanga secondary schools.
Aldous, C., Hattingh, A., Predictors of learner performance in a large- 12th SAARMSTE 16 Swanepoel, A., & Van University of pretoria, SA 13 – 17 Jan, 2004 22 -2 7 scale study in Mpumalanga Proceedings der Linde, M
18 – 21 Towards the development of an instructional 18th SAARMSTE 17 Alex, K.,& Mammen, J WSU Jan., 2010 framework in line with van Hiele phases to Vol. 2 (Short Papers) 203-207 teach geometry in senior secondary schools
A New Approach To Calculus Teaching And 8th SAARMSTE 18 Amoah, V. K. University Of Transkei 19 – 22 Jan.,2000 Learning: The Achievement Of Mathematics 48 – 52 Proceedings Foundation Students.
Prediction Of First Year Mathematics Course University Of The 6th SAARMSTE 19 Amoah, V. K. 14 – 17 Jan.,1998 Performance From Mathematics Placement Test 47 – 49 Western Cape, Bellville Proceedings At The University Of The Western Cape
2 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES The Place Of Ethnomathematics In The University Of The 4th SAARMSTE 20 Amoah, V. K. 25 – 28 Jan. ,1996 Secondary School Mathematics Curriculum In 46 - 54 Witwatersrand Proceedings South Africa University Of The The Effect Of Time – Log On Mathematics 4th SAARMSTE 21 Amoah, V. K. Witwatersrand, 25 – 28 Jan. ,1996 39 - 46 attainment In Secondary Schools Proceedings Johannesburg Mathematical potential and socialization and the Universiteit van die South African Journal of 22 Anders, M.M 1987 relevance of these to mathematics as a school 42 – 46 Noorde Education Vol. 7 (1 ) subject
Anderssen, E.C., & Rand Afrikaans A computer- aided instruction model of time South African Journal of 23 1987 203 – 208 Myburgh, CPH University, Johannesburg. and space relations Education
CIMSTE, University of Is gender a factor on mathematics performance 12th SAARMSTE 24 Arigbabu A.A., & Mji, A 13 – 17 Jan, 2004 40 – 44 South Africa, SA among Nigerian preservice teachers? Proceedings
Journal of the Science Research evidence on geometric thinking level Teachers Association fo Atebe, HU & Schafer, M RU 2010 hierarchies and their relationships with students’ 75 - 84 Nigeria Vol. 45, Issue 1 & mathematical performance 2
18 – 21 18th SAARMSTE Atebe, H.U, & Schafer, Terminological primacy in high school learners’ 25 RU Jan., 2010 Vol. 1 (Long Papers) 119-129 M geometric conceptualization
The face of geometry instruction and learning Atebe, H.U., & Schafer, 17th SAARMSTE Vol. 1 26 RU 19 – 22 Jan., 2009 opportunities in selected Nigerian and South 7 - 20 M (Long Papers) African high schools
“As soon as the four sides are all equal, then the Atebe, H.U., & Schafer, 27 RU 2008 angles must be 90° each”: Children’s AJRMSTE Vol. 12 (2) 27-66 M misconceptions in geometry
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 14 – 18 Van Hiele levels of geometric thinking of Atebe, H.U., & Schafer, 16th SAARMSTE 28 RU Jan., 2008 Nigerian and South African mathematics 104-116 M Proceedings learners
Relationships between mathematics aggregate, socio-economic status and gender of grade 8 29 Attwood, N University of Cape Town Aug., 2001 Pythagoras No. 55 42 – 48 learners in a school situated in an economically depressed area of the Cape Flats
Developing inquiry-based teaching and learning 30 Austin, P., & Webb, P NMMU Dec, 2007 Pythagoras No. 66 52-63 in Family Maths programme facilitators
University Of Port Family Maths: Changing Attitudes And 6th SAARMSTE 31 Austin, P. & Webb, P. 14 – 17 Jan.,1998 50 – 52 Elizabeth. Developing Cognitive Processes Proceedings South African College of An investigation into teachers’ knowledge in 32 Bansilal, S Open Learning, Durban, 22 – 26 Jan., 2002 10th SAARMSTE 22 - 27 Algebra SA
National performance assessment in a South 1Bansilal, S., & 2Wallace, 1UKZN; 2Uni. of Toronto, AJRMSTE Vol. 12 33 2008 African context: A case study of issues of 77-92 J Canada (special edition) classroom implementation and task design
An investigation into Grade R teachers’ Barnard, E., & Schafer, 17th SAARMSTE Vol.3 34 RU 19 – 22 Jan., 2009 experiences of implementing numeracy in Grade 37 M (Abstracts) R
A technique for comparing a student’s Australian Council for South African Journal of 35 Barnard, JJ 1999 achievement in mathematics over a prolonged 28 - 30 Educational Research Education Vol. 19 (1 ) period of time
1st SAARMSTE 36 Barnard, J. University of SA Jan. 28-31, 1993 Pupils’ Understanding of Mathematics 58 - 64 Proceedings
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Departement Nasionale 37 Barnard, J., & Strauss, J Opvoeding Nov., 1990 Wiskunde-onderring in ‘n tweede taal Pyhtagoras No. 24 32 – 33 (Opvoeingsbeleid)
Barnard, J.J., & Strauss, Randse Afrikaanse Relation between basic concepts and South Afrcian Journal of 38 1989 228 – 233 J. Universiteit achievement in mathematics. Education Vol. 9, No. 2
University of Pretoria, & 30 Jun., - 4 Jul., Identifying characteristics of an effective AMESA Vol. 1 (9th 39 Barnes, H., & Plomp, T University of Twente (the 316 – 324 2003 remedial mathematics intervention: A case study National Congress) Netherlands), resp.
Realistic Mathematics education: Eliciting 40 Barnes, H. University of Pretoria 2004 alternative mathematical conceptions of AJRMSTE Vol. 8 (1 ) 53 – 64 learners.
Investigating a case of using the theory of 1University of Pretoria; 1Barnes, H., & 2Plomp, realistic mathematics education as a means to 12th SAARMSTE 41 2University of Twente, 13 – 17 Jan, 2004 66 – 74 T. improving the conceptual understanding of low Proceedings Netherlands. attaining learners in mathematics
The theory of Realistic Mathematics Education 42 Barnes, H University of Pretoria Jun., 2005 as a theoretical framework for teaching low Pythagoras No. 61 42 – 57 attainers in mathematics
1University of Bristl, UK For the Learning of 1Barwell, R., & 2Setati, (1st author), 2University of Multilingualism in mathematics education: A 43 2005 Mathematics Vol. 25, No. 20 – 23 M nd conversation between the North and the South the Witwatersrand (2 1 author)
A description and analysis of the occurrence of 18 – 21 shifts in the domains of mathematical operations 18th SAARMSTE Group SCMPC & Sch. 44 Basbozkurt, H Jan., 2010 produced by criteria regulating the elaboration Vol.1 (Long Papers) 96-107 Dev. Unit, UCT of mathematics in five working-class high schools in the Western Cape
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES The interventions and means of support suggested by secondary South African 45 Basson, E & Grayson, D UNISA; Dept. of Phy, UP Jan., 2006 14th SAARMSTE 191–197 mathematics and science teachers to address a lack in professionalism
Sch. of chemical & Benade, CG., & The transition from secondary to tertiary 18th SAARMSTEVol. 2 46 Physical Sc., NWU, 18 – 21Jan., 2010 75-80 Froneman, S mathematics (Short Papers) Potchefstroom
19 – 22 The influence of an in-service training 17th SAARMSTE Dept. of natural Sc. North- 47 Benade, T Jan., 2009 programme on the standard of mathematics Vol. 2 (short Papers) 38-44 West Uni., Potchefstroom education
10 – 14 Integrating assessment, teaching and learning of University of Cape Town, 13th SAARMSTE 48 Bennie, K Jan, 2005 differentiation: Using student responses as 46 – 52 SA Proceedings feedback.
The NATH taxonomy as a tool for analysing course material in mathematics: A study of its 49 Bennie, K. University of Cape Town 2005 AJRMSTE Vol. 9 (2). 81 – 95 usefulness and its potential as a tool for curriculum development
Mathematics Learning An Analysis Of The Geometric Understanding 6th SAARMSTE 50 Bennie, K And Teaching Initiative 14 – 17 Jan.,1998 Of Grade 9 Pupils Using Fuys Et al’s 64 – 70 Proceedings (Malati), Cape Town Interpretation Of The Van Hiele Model
First – year university students’ understanding AMESA Proceedings 1 51 Benzuidenhout, J University of Stellenbosch 1 – 5 Jul., 1996 246 – 260 of rate of change. (2nd National Congress) 14 – 18 A computer Algebra System: A tool for semiotic 16th SAARMSTE 52 Berger, M Wits Jan., 2008 199-208 activity Proceedings
CAS as a tool for learning mathematics at 53 Berger, M Sch. of Maths, Wits 2007 AJRMSTE Vol. 11 (1) 17-28 undergraduate level: Some aspects of its use
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1 2 1 WITS & University of Berger, M. & Technology and Mathematics learning at 54 Sothern Queensland, 2005 AJRMSTE Vol. 9 (2). 97 – 108 2Cretchley, P. university level: A South African perspective Toowoomba, Australia
Educational Studies in 55 Berger, M WITS University 2004 The functional use of a mathematical sign Mathematics Vol. 55, 81 –102 Nos. 1-3 For the Learning of University of the 56 Berger, M 2004 Heaps, complexes and concepts (part 2) Mathematics Vol. 24, No. 11 – 17 Witwatersrand 3 University Of The The Of The Graphic Calculator: A Vygotskian 5th SAARMSTE 57 Berger, M. 22 – 26 Jan., 1997 79 - 84 Witwatersrand Perspective Proceedings
AMESA Proceedings 3 58 Berger, M WITS University 7 – 11 Jul, 1997 The protocol and analysis of an interview 30 – 42 (3rd National Congress)
The relation between the self-concept of the Universiteit van Suid- South African Journal of 59 Bester, G 1988 mathematics pupil and achievement in 165 – 169 Afrika. Education Vol. 8, No.3 mathematics.
Mathematics anxiety among South African Esikhawini College of preservice teachers: A pilot project to develop a 9th SAARMSTE 60 Biyela, V.B.S 17 – 20 Jan, 2001 101 – 106 education program in order to minimize anxiety through Proceedings improving the classroom environment
Coll. Of Science, A Study In Self-confidence And Mathematics 3rd SAARMSTE 61 Blay, J.E. University Of The Jan., 1995 Vol. 1 12 - 48 Achievement. Proceedings Witwatersrand 1Bohlmann, C., & Relationship between mathematics and literacy: 62 1UCT; 2UNISA June, 2008 Pythagoras No. 67 42-55 2Pretorius, E Exploring some underlying factors 1MASTEC, Pietersburg, 1Bopape, M., & A Conceptual Framework For School Based 6th SAARMSTE 63 and 2University Of Natal, 14 – 17 Jan.,1998 70 – 78 2Volmink, J. D Inset [SBINSET] For Mathematics Teachers Proceedings Respectively
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES The School Based Inset [SBINSET] Pilot 4th SAARMSTE 64 Bopape, M. NOT SUPPLIED 25 – 28 Jan. ,1996 Questionnaires, Analysis Of Responses And 73 -81 Proceedings The Way Forward Dept. of Education, 65 Bopape, M Apr., 1991 LOGO and geometry teaching Pythagoras No. 25 18 – 27 Chuenespoort, Lebowa Quality and effectiveness in mathematics South African Journal of 66 Botha, RJ University of South Africa 2000 education: the role of the professional 135 – 142 Education Vol. 20 ( 2 ) mathematics teacher/educator
Botha, LF., van Biljon, Some observations in implementing the problem RIEP, University of the AMESA Proceedings 1 67 A., Strauss,JP., Le Roux, 7 – 11 Jul, 1997 – centred approach for the junior primary phase 11 – 25 Free State, Bloemfontein (3rd National Congress) HP in mathematics
A learning theory approach to students’ error in 68 Bowie, L University of Cape Town Aug., 2000 Pythagoras No. 52 2 – 14 a calculus course Mathematics Students’ Strengths And 3rd SAARMSTE 69 Bowie, L. University of Cape Town Jan., 1995 Vol. 1 49 - 63 Weaknesses Proceedings Coping with fear of mathematics in a group of 70 Breen, C. University of Cape Town Apr., 2001 Pythagoras No. 54 42 – 50 preservice primary school teachers
Perturbating the assessment of individuals and 71 Breen., C University of Cape Town Dec., 2004 groups: Listening for challenges to mathematics Pythagoras No. 60 2 – 12 teacher educators
1Sch. of Sc. Maths & Tech 18 – 21 An APOS analysis of students’ constructions of 18th SAARMSTE 1Brijlall, D., & 2Maharaj, 2 72 Edu., UKZN and Sch. Jan., 2010 the concepts of monotonicity and boundedness Vol. 1 (Long Papers) 51-62 A Mathematical Sciences, of sequences UKZN
73 Brijlall, D UKZN Dec, 2008 Collaborative learning in a multilingual class Pythagoras No. 68 52-61
1Brijlall, D & 2Maharaj, 1Wits, & 2Sch. of Constructing concepts of monotonicity and 15th SAARMSTEShort 74 Jan., 2007 183 - 190 A mathematical Sc., UKZN boundedness of sequences Papers)
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 18 – 21 18th SAARMSTE Towards a discursive framework for learner 75 Brodie, K & Berger, M Wits Jan., 2010 Vol. 1 (Long Papers) 169-181 error in mathematics
18 – 21 18th SAARMSTE Brodie, K., Shalem, Y., Conversations with the mathematics curriculum: 76 Wits Jan., 2010 Vol. 1 (Long Papers) 182-191 Sapire, I., & Manson, L testing and teacher development
Challenges in implementing the new 1Brodie, K., 1Jina, Z., & 1Wits; 2Rietvallei Sec. 77 2009 mathematics curriculum in grade 10: A case AJRMSTE Vol. 13 (1) 19-32 2 Sch. Modau, S study Dialogue in mathematics classrooms: beyond 78 Brodie, K Wits Dec, 2007 Pythagoras No. 66 3 - 13 question-and-answer methods The mathematical work of teaching: Beyond 15th SAARMSTE (Long 79 K, Brodie Wits Jan., 2007 distinctions between “Traditional” and 11 – 21 Papers) “Reform” Teaching mathematics for equity: Learner 80 Brodie, K. WITS, SA 2006 AJRMSTE Vol. 10 (1 ) 13 – 24 contributions and lesson structure 10 – 14 Learner contributions in mathematics 81 Brodie, K NOT SUPPLIED Jan, 2005 13th SAARMSTE 87 – 97 classrooms
Changing Practices, changing knowledge: University of the Vol. 1 (7th National 82 Brodie, K 2 – 6 Jul., 2001 towards mathematics pedagogical content 86 – 98 Witwatersrand Congress) knowledge in South Africa
Changing practices, changing knowledge: University of the 83 Brodie, K. Apr., 2001 towards mathematics pedagogical content Pythagoras No. 54 17 – 25 Witwatersrand knowledge in South Africa
Education Department, Mathematics Teacher Development In Under- 8th SAARMSTE 84 Brodie, K 19 – 22 Jan.,2000 65 – 73 Wts University Resourced Contexts: A Case Study Proceedings For the Learning of University of the 85 Brodie, K. 2000 Teacher intervention in small-group work Mathematics Vol. 20, No. 9 – 16 Witwatersrand 1
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Education Dept. Wits Teacher –Or Learner – centred: How Do 6th SAARMSTE 86 Brodie, K. 14 – 17 Jan.,1998 85 – 93 University. Mathematics Teachers In South Africa Teach? Proceedings
University of the 87 Brodie, K Dec., 1996 Small group work, teaching and learning Pythagoras No. 41 7 – 14 Witwatersrand
University of the Communicating in small groups: Some AMESA Proceedings 1 88 Brodie, K 1 – 5 Jul., 1996 97 – 111 Witwatersrand difficulties for pupils and teachers (2nd National Congress)
University Of The Communicating In Small Groups: An Analysis 4th SAARMSTE 89 Brodie, K 25 – 28 Jan. ,1996 81 - 92 Witwatersrand Of difficulties Proceedings Uinversity of the Broekmann, I., & Witwatersrand, 90 22 – 26 Jan., 2002 The tyranny or blessedness of marks 10th SAARMSTE 30 – 35 Henning, L Johannesburg, South Africa
University Of The The Use Of Narrative And Biographic Methods 8th SAARMSTE 91 Broekmann, I 19 – 22 Jan.,2000 74 – 79 Witwatersrand In Mathematics Education Research Proceedings
Westerford High School, 92 Brombacher, A Apr., 1999 Where was the mathematics? Pythagoras No. 48 40 – 44 Rondebosch Developing an instrument to investigate RUMEP, Rhodes 12th SAARMSTE 93 Brown, B 13 – 17 Jan, 2004 professional development activities in RUMEP 95 – 101 University, SA Proceedings Collegial Clusters 19 – 22 17th SAARMSTE Rich conceptualization in mathematics learning: 94 Brown, B RU Jan., 2009 Vol. 1 (Long Papers) 41-53 The case of rational numbers
University of the Reflections on an academic development 95 Budge, V Apr., 2001 Pythagoras No. 54 51 – 54 Witwatersrand program
Campbell, A., Anderson, University of Natal, An investigation of first-year mathematics 11th SAARMSTE 96 11 – 15 Jan.,2003 342 – 347 T.R., & Ewer, p. Pietermaritzburg students’ prior knowledge of algebra. Ptoceedings
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Solution of real-world and standard problems by University of the North, 97 Chacko, I. 2004 primary and secondary school students: A AJRMSTE Vol. 8 (2 ) 91 – 103 SA Zimbabwean example
An Investigation Into How Pupils (5 – 9 Year Cape Town coll. Of 4th SAARMSTE 98 Chantler, E. W J. 25 – 28 Jan. ,1996 Old) acquire Mathematical Concepts In a Multi- 97 - 98 Education Proceedings Cultural South African Society
The Use Of Video As A Means To Critically Cape Town coll. Of 4th SAARMSTE 99 Chantler, E.W.J 25 – 28 Jan. ,1996 Analyse And Assess The success Of Our 99 - 100 Education Proceedings Teaching Methods In Mathematics
Perceptions of mathematics pre-service and AMESA Proceedings 3 100 Chuene, KM University of the North 7 – 11 Jul, 1997 43 – 50 novice teachers on mathematics teaching (3rd National Congress)
A Comparison Of the Influence Of Educational University Of The North, Chuene, K.M., Lubben, Experience On The Perception Of Preservice 5th SAARMSTE 101 & University Of York 22 – 26 Jan., 1997 203 – 210 F., & Newson, G. Teachers And Novice Teachers On Mathematics Proceedings (U.K ) Respecttively Teaching In South Africa
Using a children’s storybook as a springboard Australian Catholic 102 Clarke, D Apr., 2003 for exciting measurement activities in the early Pythagoras No. 57 6 - 10 University years of school Mathematical reasoning in collaborative whole- 12th SAARMSTE 103 Coetzee, K Mondeor High School, SA 13 – 17 Jan, 2004 134 – 139 class discussion Proceedings
Assessing grade 12 students’ learning of 104 Collins, H University of Cape Town Aug., 2001 Pythagoras No. 55 14 – 29 trigonometric curves
High school accountancy and art students’ ability to visualise the rotation of five three- 105 Colly, J University of Cape Town Dec., 2001 dimensional objects (cubes) in a two- Pythagoras No. 56 29 – 37 dimensional presentation format: a comparison and remediation study
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Educational Studies in 106 Conradie, J., & Frith, J. University of Cape Town 2000 Comprehension tests in mathematics Mathematics Vol. 42, No. 225 – 235 3
1University of Cape 1 Cranfield, C., Kuhne, C., Town, SA , 2Cape 10 – 14 1Powell, G., 3Heuvel- Technikon, SA & How grade 1 to 3 children learn, understand and 13th SAARMSTE 107 Jan, 2005 142 – 152 Panhuizen, M., 1Ensor, 3Freudenthal Institute, solve early number problems Proceedings P., & 2Lombard, A.P University of Urecht, Netherlands
RADMASTE, University 6th SAARMSTE 108 Cronje, F. 14 – 17 Jan.,1998 Deductive Proof: A Gender Study 131 – 135 of the Witwatersrand Proceedings
University Of The 5th SAARMSTE 109 Cronje, F. 22 – 26 Jan., 1997 Geometry And Gender 95 – 98 Witwatersrand Proceedings
Cronje, LS., & Barnard, Euclidean geometry: cognitive gender South African Journal of 110 University of South Africa 1996 1 – 4 J.J. differences. Education Vol. 16 (1)
Developing a conceptual framework for 16th SAARMSTE 111 Crowe, A.A UCT Jan., 2008 analysing and describing standards in South 13-29 Proceedings African senior certificate examinations
Student teacher’s exploration of beadwork: AMESA Proceedings 1 112 Dabula,N.,& Schafer, M Rhodes University 1 – 5 Jul, 2002 52- 63 Cultural heritage (8th National Congress)
18 – 21 Researching the constitution of mathematics in 18th SAARMSTE Group SCMPC & Sch. 113 Davis, Z Jan., 2010 pedagogic contexts: from grounds to criteria to Vol.1 (Long Papers) 378-387 Dev. Unit, UCT objects and operations
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Initial remarks on the functioning of ground in the constitution of school mathematics, with 14 – 18 reference to the teaching and learning of 16th SAARMSTE 114 Davis, Z & Johnson, Y UCT Jan., 2008 117-130 mathematics in five working class secondary Proceedings schools in the Western Cape Province of South Africa
De Villiers, GJ., & Using learners’ responses to evaluate an South African Journal of 115 University of Pretoria 2001 161 – 166 Cronje, JC. educational mathematics web site. Education Vol. 21 ( 3 ) University of Durban- 116 De Villiers, M Dec., 1997 The future of secondary school geometry Pythagoras No. 44 37 – 54 Westville University of Durban- Conviction and explanation in the context of South African Journal of 117 De Villiers, M. D. 1992 464 – 467 Westville geometry. Education Vol. 12 ( 4 )
University of Durban- Pupils’ need for conviction and explanation 118 De Villiers, M Jul., 1991 Pythagoras No. 26 18 – 27 Westville, SA within the context of geometry.
119 De Villiers, M University of Stellenbosch Nov., 1990 The role and function of proof in mathematics Pythagoras No. 24 17 – 27
University of Mathematics in School 120 De Villiers, MD 1988 Modelling with step – functions 8 – 10 Stellenbosch, SA Vol. 17, No. 5 Levels of understanding of certain mathematical Universiteit van South African Journal of 121 De Villiers, M.D. 1987 concepts and processes by prospective 34 – 41 Stellenbosch Education Vol. 7 (1 ) mathematics teachers. Universiteit van The subject perspectives of prospective South African Journal of 122 De Villiers, M.D. 1986 174 – 181 Stellenbosch mathematics teachers. Education Vol. 6, No. 3
Textual strategies for answering multiple choice 123 Dempster, E.R UKZN 2007 questions among South African learners: what AJRMSTE Vol. 11 (1) 47-60 can we learn from TIMSS 2003?
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Centre for development of Supporting learning in intermediate phase 12th SAARMSTE 124 Dickinson, J 13 – 17 Jan, 2004 168 – 174 Vista University, Pretoria. mathematics Proceedings
University of the Differences in textbook use in mathematics 125 Dickson, M., & Adler, J. Aug., 2001 Pythagoras No. 55 33 – 41 Witwatersrand classrooms across schools and across grades
15th SAARMSTE Edu., SC. & Skills Dev. Use of assessment resource banks to improve 126 Diedericks, G Jan., 2007 (Short Papers) 191 - 196 (ESSD), HSRC learning and teaching
Edu, Sc. & Skills Dev Understanding learner performance in number 14th SAARMSTE 127 Diedericks, D Jan., 2006 281–289 (ESSD), HSRC, SA concept Proceedings University of the 6th SAARMSTE 128 Dikgomo, P. 14 – 17 Jan.,1998 Conceptual Difficulties: A Case Of Inequalities 150 – 154 Witwatersrand Proceedings
Dikgomo, P., & 30 Jun., - 4 Jul., Critical perspectives on the Gauteng grade 12 AMESA Vol. 1 (9th 129 NOT SUPPLIED 332 – 339 Marokana, S 2003 mathematics examinations National Congress)
From ordinary English to mathematical University of the 11th SAARMSTE 130 Dlamini, C 11 – 15 Jan.,2003 symbolic language: A case of grade 10 learners 285 – 296 Witwatersrand Ptoceedings solving algebra word problems
1&2Marang Centre for 1Du Plessis, J., & 2Setati, Using arithmetic to make sense of algebra: a 15th SAARMSTE 131 mathematics and Sc. Edu., Jan., 2007 119 – 125 M focus on place value and long division (Long Papers) Wits
University of the Language difficulties learners encounter when AMESA Proceedings 2 132 Dlamini, C 1 – 5 Jul, 2002 86 – 97 Witwatersrand solving algebra word problems (8th National Congress)
Natalse 133 Du Toit, D.J Onderwysdepartement, May, 1988 Doelstellings en die evaluering van algebra Pythagoras No. 17 17 – 22 Pietermaritzburg 10 – 14 Durban Institute of Mathematical literacy” A conceptual 13th SAARMSTE 134 Duba, T Jan, 2005 204 – 214 Technology, SA understanding Proceedings
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Combining online and paper assessment in a Journal of Computers in Engelbrecht, J., 135 University of Pretoria 2004 Web-based course in undergraduate Mathematics and Science 217 – 231 &Harding, A mathematics. Teacing Vol. 23, No. 3
Journal of Computers in Academic support in mathematics in a Third 136 Engelbrecht, J. C University of Pretoria 1997 Mathematics and Science 323 – 333 World environment Teaching Vol. 16, No. 2/3
Computer-aided instruction versus explorative South African Journal of 137 Engelbrecht, J.C Universiteit avn Pretoria` 1990 300 – 306 use of the computer in teaching mathematics. Education Vol. 10 ( 4 )
University of Cape Town, Researching pedagogy in mathematics 12th SAARMSTE 138 Ensor, P., & Hoadley, U 13 – 17 Jan, 2004 196 – 203 SA classrooms Proceedings Sociological research in mathematics education 11th SAARMSTE 139 Ensor, P University of Cape Town 11 – 15 Jan.,2003 615 - 621 in South Africa from the 1990s Ptoceedings
Ensor, P., Dunne, T.,alant, J., Gumedze, F., 22 – 26 Jan., Teachers, textbooks and Pedagogy: studying 10th SAARMSTE 140 University of Cape Town 30 – 38 Jaffer, S., 2002 maths for all in primary classrooms Proceedings Reeves,C.Tawodzera, G
From pre-service mathematics teacher education Journal of Research in 141 Ensor, P University of Cape Town 2001 to beginning teaching: A study in Mathematics Education 296 – 320 reconceptualizing Vol. 32, No. 3
How do we grasp mathematics teacher 142 Ensor, P University of Cape Town Apr., 2000 educators’ and teachers’ tacit knowledge, in Pythagoras No. 51 3 – 7 research design and curriculum practice?
How Do We Grasp Mathematics Teacher 8th SAARMSTE 143 Ensor, P University Of Cape Town 19 – 22 Jan.,2000 Educators’ And Teachers’ Tacit Knowledge, In 119 – 123 Proceedings Research Design And Curriculum Practice?
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144 Ensor, P University of Cape Town Aug/Dec., 1998 Teachers’ beliefs and the ‘problem’ of the social Pythagoras No. 46/47 3 – 7
School mathematics, everyday life and the NQF; 145 Ensor, P University of Cape Town Apr., 1997 Pythagoras No. 42 36 – 44 a case of non-equivalence?
AMESA Proceedings 1 146 Ensor, P University of Cape Town 1 – 5 Jul., 1996 “Learning to teach” in the new South Africa 112 - 126 (2nd National Congress)
The Marked And The Unmarked – A Reading School Of Education, 3rd SAARMSTE 147 Ensor, P. Jan., 1995 Of student Journals In An Initial Mathematics 238 - 248 University Of Cape Town Proceedings Teacher Education Programme.
Marang Centre for 19 – 22 Pedagogical practices of teacher educators 17th SAARMSTE 148 Essien, A.A mathematics and Sc. Edu., Jan., 2009 preparing pre-service teachers for teaching Vol. 2 (short Papers) 120 Wits mathematics in multilingual classrooms
Understanding of the concept of the equal sign AMESA Vol. 1 (11th 149 Essiewn,AA NOT SUPPLIED 27 – 30 Jun., 2005 26 – 33 amongst grade 8 and 8 learners National Congress) Revisiting the equal sign: Some Grade 8 and 9 150 Essien, A., & Setati, M. WITS, SA 2006 AJRMSTE Vol. 10 (1 ) 47 – 58 learners’ interpretations.
Is there a correlation between the mathematical 19 – 22 17th SAARMSTE background and the throughput of in-service 151 Felix, C., & Sepeng, P NMMU Jan., 2009 Vol.2 (short Papers) 127 teachers enrolled for an Advanced certificate in education (Mathematical Literacy)?
152 Feza, N., & Webb, P NMMU Jan., 2006 Learners’ understanding of geometry 14th SAARMSTE 308–315
Assessment standards, van Hiele levels, and University of Port 153 Feza, N., & Webb, P. Dec., 2005 grade seven learners’ understandings of Pythagoras No. 62 36 – 47 Elizabeth geometry
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Fikile, M., & Rochford, Swazi High School mathematics Teachers’ 8th SAARMSTE 154 University Of cape town 19 – 22 Jan.,2000 325 – 328 K. Beliefs about Their Current Classroom Practices Proceedings
Fox, TD., Vos, NB., & The experience of cross-cultural peer teaching 155 NMMU June, 2007 Pythagoras No. 65 45-52 Geldenhuys, JL for a group of mathematics learners
University of Forte Hare (1st & 3rd authors), Fraser, C., Murray, H., The development of the common fraction 156 University of Stellenbosch Jun., 2004 Pythagoras No. 59 26 - 33 Hayward, B., & Erwin, P concept in grade three learners (2nd author), Rhodes University (4th author)
Cape College of The development of the common fraction Vol. 1 (7th National 157 Fraser, C., & Murray, H Education; University of 2 – 6 Jul., 2001 128 – 138 concept in grade three learners Congress) Stellenbosch Students’ confidence in doing mathematics and Frith, V., Jaftha, J., & University of Cape Town, 12th SAARMSTE 158 13 – 17 Jan, 2004 in using computers in a university foundation 234 – 245 Prince, R SA Proceedings course
Frith, V., Bowie, L., 30 Jun., - 4 Jul., Mathematical literacy of students entering first AMESA Vol. 1 (9th 159 Numeracy Centre, U.C.T 186 – 194 Gray, K., & Prince, R 2003 year at a South African university National Congress)
South Africa’s mathematical literacy and 160 Gal, I Uni. of Haifa, Israel 2009 mathematics curricula: Is probability literacy AJRMSTE Vol. 13 (1) 50-61 given a fair chance?
Establishing A Framework For The Co- Geldenhuys, J. L., & Vista University – Port 8th SAARMSTE 161 19 – 22 Jan.,2000 ordinated Teaching Of Physical Science And 140 – 145 Adams, S. A Elizabeth Campus Proceedings Mathematics At An Eastern Cape High School
Comparing teacher rhetoric and policymaker University of the Western 12th SAARMSTE 162 Gierdien, M.F 13 – 17 Jan, 2004 rhetoric: Examples from mathematics teachers 256 – 265 cape, SA Proceedings in the Western cape
17 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES University of the Western 10 – 14 What do teachers learn when they examine 13th SAARMSTE 163 Gierdien, M.F 230 – 235 Cape Jan, 2005 student work? Proceedings
University Of Transkei Glencross, M.J., st (1 3 authors), Cicira Critical Variables That Influence First Year Kulubya, M.M., Mji, A., 8th SAARMSTE 164 College Of Education (4th 19 – 22 Jan.,2000 University Students In The eastern Cape To 146 – 151 Dabula, N.P., & Qwele, Proceedings author), Transkei College Study Mathematics B. N. Of Education (5th author )
An Analysis Of Errors In Algebra Among 3rd SAARMSTE 165 Glencross, M.J University Of Transkei Jan., 1995 Vol. 1 253 - 258 Standard 7 Children Proceedings
Planning tomorrow’s mathematics curriculum: Glencross, MJ., & South African Journal of 166 University of Transkei 1990 curriculum decision-making for high-school 307 – 309 Fridjhon, P. Education Vol. 10 ( 4 ) teachers
An experiment in collaborative curriculum Mathematics Consultant, development: The independent examination AMESA Proceedings 1 167 Goldstein, C. & Itzkin, A & IEB Assessment Design 1 – 5 Jul., 1996 306 – 321 board level one and two adult numeracy pilot (2nd National Congress) Co-ordinator, resp. examination
Experiences of learning and teaching: Problem 168 Govender, I UKZN 2007 AJRMSTE Vol. 11 (2) 39-50 solving in computer programming
University of the North, & Govendre, R., & De 169 University of Durban- Jun., 2004 A dynamic approach to quadrilateral definitions Pythagoras No. 59 34 – 45 Villiers, M Westville respectively
University of the North Govender, R., & De (1st author), University of 12th SAARMSTE 170 13 – 17 Jan, 2004 A dynamic approach to quadrilateral definitions 272 – 277 Villiers, M Durban-Westllie( 2nd Proceedings author)
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 19 – 22 17th SAARMSTE Developing further generalizations in a dynamic 171 Govender, R UWC Jan., 2009 Vol.2 (short Papers) 153-159 geometry context
18 – 21 An investigation into the relationship between 18th SAARMSTE 172 Govender, V NMMU Jan., 2010 mathematical background and performance in 344-362 Vol.1 (Long Papers) first-year pre-calculus mathematics
Grasser, B., & Teachers are people too: A reflection on AMESA Vol. 1 (7th 173 NOT SUPPLIED 2 – 6 Jul., 2001 139 – 150 Broekmann,I changing assessment practices in mathematics National Congress)
Similarities and differences in the nature and Graven, M., Rollnick, Marang Centre for 19 – 22 17th SAARMSTE role of contextualization in Mathematics, 174 M., Venkat, H., & mathematics and Sc. Edu., Jan., 2009 Vol. 2 (short Papers) 160-167 Mathematical Literacy and the Science South Nakedi, M Wits African FET curricula
University of the Maths teacher retention and the role of identity: 175 Graven, M Jun., 2005 Pythagoras No. 61 2 – 10 Witwatersrand Sam’s story
Investigating mathematics teacher learning Educaional Studies in 176 Graven, M WITS University 2004 within an in-service community of practice: The Mathematics Vol. 57, No. 177 – 211 centrality of confidence 2
Reconceptualising mathematics teacher University of the 12th SAARMSTE 177 Graven, M 13 – 17 Jan, 2004 confidence from a community of practice 278 – 284 Witwatersrand, SA Proceedings perspective.
Teacher learning as changing meaning, practice, For the Learning of University of the 178 Graven, M 2003 community, identity and confidence: the story of Mathematics Vol. 23, No. 28 – 38 Witwatersrand Ivan 2
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES What Changes In Mathematics Teacher University Of The 8th SAARMSTE 179 Graven, M 19 – 22 Jan.,2000 Identities Are Demanded By Current 158 - 161 Witwatersrand Proceedings Curriculum Change In South Africa?
Are Mathematics High School Teachers ready RADMASTE Centre, For Curriculum 2005? Research On The Impact 6th SAARMSTE 180 Graven, M. University of the 14 – 17 Jan.,1998 Of In-service Mathematics Workshops And Its 172 – 179 Proceedings Witwatersrand Implications For The New Outcomes Based Curriculum 2005
The impact of in service mathematics AMESA Proceedings 1 181 Graven, M WITS University, SA 7 – 11 Jul, 1997 88 – 96 workshops (3rd National Congress)
University Of The Researching The Impact Of In Service 5th SAARMSTE 182 Graven, M. 22 – 26 Jan., 1997 215 – 220 Witwatersrand Workshops With Mathematics Teacher Proceedings
A survey of South African mathematics and Grayson, D.J., & University of South 183 11 – 15 Jan.,2003 science teachers’ professional actions and 11th SAARMSTE (Vol 2) 77 – 83 Ngoepe, M. Africa, Pretoria, SA attitudes
UNISA,Nruto University A comparison of mathematics and science high Grayson, D., Ono, Y., of Education, UNISA, & 9th SAARMSTE 184 17 – 20 Jan, 2001 school teachers’ attitudes in Japan and South 119 – 1217 Ngoepe, G., & Kita, M Naruto University of Proceedings Africa. Education, respectively
Academic Workshops And Group Work In A 1st SAARMSTE 185 Green, F. B University of Cape Town Jan. 28-31, 1993 102 - 108 First Year University Mathematics Programme Proceedings
The Theoretical Perspectives Of Transkei 3rd SAARMSTE 186 Grewal, A.S University Of Transkei Jan., 1995 Vol. 1 Mathematics Teachers And Their Effects On 290 - 302 Proceedings Students’ Performance
Grewal, A & Glencross, Error Analysis: Operations On Whole Numbers 5th SAARMSTE 187 University of Transkei 22 – 26 Jan., 1997 124 – 128 M. At Standard 5 Level Proceedings
20 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
Grewal, A.S & Errors In Arithmetic Among Standard 5 4th SAARMSTE 188 University Of Transkei 25 – 28 Jan. ,1996 119 - 122 Glencross, M.J Children Proceedings
University of the Language use in algebraic thinking: A case of 11th SAARMSTE 189 Guambe, R 11 – 15 Jan.,2003 98 – 101 Witwatersrand second language learners in Mozambique Ptoceedings
Halpin, MN., &Marsh, A computer inspired strategy for teaching South African Journal of 190 Rhodes University 1988 155 – 158 TA equation solving Education Vol. 8 ( 2 )
University of Stellenbosh,SA, Curtin The effectiveness of an outreach programme in Hartley, M.S., Treagust, University of Technology, 12th SAARMSTE 191 13 – 17 Jan, 2004 science and mathematics for disadvantaged 343 – 350 D.F., & Ogunniyi, M.B Australia & University of Proceedings grade 12 students in South Africa the Western Cape,respectively
On the function concept: An action research AMESA Proceedings 1 192 Hlomuka, J. Vista University 1 – 5 Jul, 2002 60 – 71 with early tertiary level learners (8th National Congress)
Looking back at school Mathematics: Insights 18th SAARMSTEVol.3 193 Hobden, S UKZN 18 – 21Jan., 2010 from preservice teachers whostruggled to learn 183-190 (Short Papers) Mathematics
Like a person trying to catch soap BUBBLES: 12th SAARMSTE 194 Hobden, S University of Natal, SA 13 – 17 Jan, 2004 Preservice teachers’ struggles with mathematics 373 – 378 Proceedings literacy.
Adapting to change: Towards an integrated style University of Natal, 22 – 26 Jan., 10th SAARMSTE 195 Hobden, S. of mathematics education for preservice 104 – 110 Durban SA 2002 Proceedings teachers.
Whatever Are They thinking? A Study Of the Edgewood College Of 8th SAARMSTE 196 Hobden, S. 19 – 22 Jan.,2000 Personal Beliefs Of Preservice Teachers About 175 – 180 Education Proceedings Teaching And Learning Mathematics
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES University of the Dynamic geometry: an agent for the 197 Hockman, M Jun., 2005 Pythagoras No. 61 31 – 41 Witwatersrand reunification of algebra and geometry
University of the The mediational effects of texts and technology 198 Hockman, M Dec., 2001 Pythagoras No. 56 12 – 16 Witwatersrand in teacher preparation
University Of The Mathematical Insights Courses – School Math 5th SAARMSTE 199 Hockman, M. 22 – 26 Jan., 1997 416 – 420 Witwatersrand Revisited Proceedings
Language and other background factors 200 Howie, S. J. University of Pretoria 2003 affecting secondary pupils’ performance in AJRMSTE Vol. 7 1 – 20 mathematics in South Africa
School and classroom level factors and pupils’ 22 – 26 Jan., 10th SAARMSTE 201 Howie, S. J University of Pretoria, SA. achievement in mathematics in South Africa: a 116 – 124 2002 Proceedings close look at the South African TIMSS-R data
Problem transformation: A fundamental strategy 202 Human, P. University of Stellenbosch May, 1988 Pythagoras No. 17 6 – 10 in arithmetic and algebra.
Providing Access To Accredited In- Service University Of Port Science And Mathematics Education: New 6th SAARMSTE 203 Iisley, J., & Webb, P 14 – 17 Jan.,1998 481 – 484 Elizabeth Hope For The Underqualified Rural Primary Proceedings School Teacher
19 – 22 Analysing university student competences when 17th SAARMSTE Cape Peninsula Uni. of 204 Jacobs, M.S Jan., 2009 engaging with techniques of integration: a case Vol. 1 (Long Papers) 93-106 Technology of integration by parts
10 – 14 Approaches to analysing students’ written and University of Technology, 13th SAARMSTE 205 Jacobs, M Jan, 2005 oral responses in an entry level mathematics 282 – 291 SA Proceedings course
18 – 21 An investigation into orientation towards 18th SAARMSTE Group SCMPC & Sch. 206 Jaffer, S Jan., 2010 privileged texts in grade 8 mathematics Vol.1 (Long Papers) 299-310 Dev. Unit, UCT classrooms
22 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
Is there a “Realistic” context foe teaching AMESA Proceedings 1 207 Jaffer, SA Maths Edu Project 7 – 11 Jul, 1997 43 – 51 integers? : A reflection on a research project (3rd National Congress)
Researching the implementation of the new James, A., & van Laren, 14th SAARMSTE 208 UKZN Jan., 2006 assessment policy in grade 9 mathematics and 379–383 L. Proceedings natural sciences learning areas
Implementation of the changed assessment James, A., & van Laren, 12th SAARMSTE 209 University of Natal, SA 13 – 17 Jan, 2004 policy in grade 9 mathematics and natural 405 – 409 L Proceedings sciences learning areas
14 – 18 Teacher questions and interaction patterns in the 16th SAARMSTE 210 Jina, Z., & Brodie, K Wits Jan., 2008 30-40 new and old curriculum: A case study Proceedings
18 – 21 18th SAARMSTE Why are learners’ and teachers’ experiencing 211 Jooste, Z RUMEP Jan., 2010 Vol.3 (Short Papers) 280-284 difficulties with the concept of zero?
Maths Learning and How grade 3 & 4 learners deal with fraction AMESA Proceedings 1 212 Jooste, Z Teaching Initiative 5 – 9 Jul., 1999 64 – 75 problems in context (5th National Congress) (Malati) Joubert, GJ., Smith,JC., South African Journal of 213 Human, PG., &de Universiteit Stellenbosch 1990 Mathematical reading ability 24 - 30 Education Vol. 10 (1 ) Villiers MD
Device construction and navigation in paper 12th SAARMSTE 214 Julie, C University of the Western 13 – 17 Jan, 2004 space during the production of mathematical 417 – 431 Proceedings artefact by practising teachers
For the Learning of University of the Western The activity system of school-teaching 215 Julie, C 2002 Mathematics Vol. 22, No. 29 – 34 Cape mathematics and mathematical modelling 3
23 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Julie,C., Cooper,P., Daniels,M., Fray,B.,Fortune,R., University of the Western “Global Graphs”: a window on the design of 216 Aug/Dec., 1998. Pythagoras No. 46/47 37 – 44 Kasana,P.,Le Roux,P., Cape learning activities for outcomes-based education Smith,E., Smith,R.,& Williams, E University of the Western The car, the party, the meeting and division by 217 Julie, C Nov., 1990 Pythagoras No. 24 28 – 31 Cape four.
Curriculum coherence: An analysis of the Marang Centre for National Curriculum Statement for Mathematics Kainose, M., Mhlolo, M., 218 mathematics and Sc. Edu., 2009 (NCSM) and the exemplar papers at Further AJRMSTE Vol. 13 (1) 33-49 & Venkat, H Wits Education and Training (FET) level in South Africa
1Dept. of mathematical 18 – 21 The contexts Albanian students prefer to use in 18th SAARMSTE 1Kacerja, S., Julie, C., & 219 Sc., Uni. of Agder, Jan., 2010 mathematics and relationship to contemporary Vol.1 (Long Papers) 319-331 2Hadjerrouit, S Norway; 2UWC matters in Albania
Centre for Education Some research issues and findings concerning International Journal of 220 Kahn, M Policy Development, 1996 funding policy for science and mathematics 511–523 Education Vol. 18, No. 5 Braamfontein, SA education in South Africa.
University Of The Reformed Calculus Teaching: The UWC 6th SAARMSTE 221 Kannemeyer, L 14 – 17 Jan.,1998 208 – 216 Western Cape Experience Proceedings
University of the Western Reformed calculus teaching: The UWC 222 Kannemeyer, L. 1997 JOSAARMSE No.1 vol.1 41 - 49 Cape experience.
University of 10 – 14 What mathematical knowledge is required for 13th SAARMSTE 223 Kazima, M Malawi/university of the Jan, 2005 teaching probability in secondary schools? : A 331 – 335 Proceedings Witwatersrand research proposal
Marang Centre for Mathematical knowledge for teaching: adding to 224 Kazima, M.,& Adler, J mathematics and Sc. Edu., June, 2006 the description through a study of probability in Pythagoras No. 63 46-59 Wits practice
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Restructuring tasks: mathematical work of 14th SAARMSTE 225 Kazima, M Wits Jan., 2006 384–389 teaching Proceedings
A longitudinal study measuring the ability of 44 Kildare Road, two South African mathematics tests to predict South African Journal of 226 Kelly, J. 1999 100 – 108 Glenwood, Durban, SA mathematics performance of grade 9 high Education Vol. 19 ( 2 ) school pupils
PJ Simelane Secondary The extent to which mathematics learning 12th SAARMSTE 227 Khoza, Z School, Gauteng Dept. of 13 – 17 Jan, 2004 outcomes are reflected in grade 9 assessment 480 – 487 Proceedings Edu tasks
Secondary school mathematics teachers’ beliefs 11th SAARMSTE 228 Khumalo, G NOT SUPPLIED 11 – 15 Jan.,2003 399 – 402 and their classroom practice. Ptoceedings
Assessing the effect of an instructional University of Port 10th SAARMSTE 229 King, L. C. C 22 – 26 Jan., 2002 intervention on the geometric understanding of 178 – 181 Elizabeth, Port Elizabeth Proceedings learners in a South African primary school
An Analysis Of The Algebraic Misconceptions University Of Port 8th SAARMSTE 230 King, L., & Glover, H. 19 – 22 Jan.,2000 Held By A Group Of eastern Cape Intermediate 152 – 157 Elizabeth Proceedings Phase Teachers
An investigation into the mathematics 231 Kotze, GS., & Strauss, JP Uni. of the Free State June, 2007 Pythagoras No. 65 24-31 performance of grade 6 learners in South Africa
Contextual factors of the mathematics learning 232 Kotze, GS., & Strauss, JP Uni. of the Free State June, 2006 Pythagoras No. 63 38-45 environment of grade 6 learners in South Africa
25 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Kuhne, C., Lombard, University of Cape Town, 361 – 369 A.P., Heuvel-Panhuizen, SA (1st,4th & 5th authors ), M., Ensor, P., & Cape Technikon, SA (2nd Cranfield,C author), Freudenthal A learning pathway for number as a guide to 13th SAARMSTE 233 10 – 14 Jan, 2005 Institute, University of instructional programme design Proceedings Urecht, Netherlands(3rd author)
Kulubya, MM & The effect of teachers’ gender on pupils’ AMESA Proceedings 2 234 University of Transkei 1 – 5 Jul., 1996 120 – 124 Glencross, MJ attitudes toward mathematics (2nd National Congress) The relationship Between Teachers’ Behaviour Kulubya, M.M & 4th SAARMSTE 235 University of Transkei 25 – 28 Jan. ,1996 And Standard 10 Pupils’ Mathematics 158 - 163 Glencross, M.J. Proceedings Achievement
University of the Researching school mathematical practices: 11th SAARMSTE 236 Kwakapenda, W 11 – 15 Jan.,203 199 – 205 Witwatersrand How can concept mapping help? Ptoceedings
Wits Dept. of Stat. & Students’ views on the use of home language for 14th SAARMSTE 237 Langa, M., & Setati, M Jan., 2006 449–454 Actual Sc; Wits learning Proceedings
10 – 14 The South African multilingual mathematics Langa, M., Setati,M., & University of the 13th SAARMSTE 238 Jan, 2005 dictionary: A way to go for multilingual 393 – 394 Tshabalala, L Witwatersrand Proceedings mathematics education?
University Of The Ethnomathematics And Performance In School 8th SAARMSTE 239 Laridon, P 19 – 22 Jan.,2000 247 – 252 Witwatersrand Mathematics Proceedings
Algebraic And Visual Aspects Of Function RADMASTE Centre, Transformations As Developed Through Point- 5th SAARMSTE 240 Laridon, P University Of 22 – 26 Jan., 1997 506 – 510 Plotting Or The Use Of The Graphics Proceedings Witwatersrand Calculator
University of the Intuitive probability concepts in South African 241 Laridon, P Aug.,1995 Pythagoras No. 37 25 – 29 Witwatersrand adolescents
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES St. Stithians College, Towards an holistic approach to teaching and 12th SAARMSTE 242 Lauf, L 13 – 17 Jan, 2004 514 – 524 Johannesburg, SA learning mathematics Proceedings
Validation of an instrument appropriate for Laugsksch,R.C., eliciting perceived INSET needs and rakumako, A.M., 9th SAARMSTE 243 University of the North 17 – 20 Jan, 2001 demographic details of mathematics, physical 148 – 156 Manyelo, T. H., Mabye, Proceedings science, and Biology teachers in the Northern D. T province
Le Roux,A., Olivier, A., University of Students struggling to make sense of fractions: South African Journal of 244 2004 88 – 94 & Murray, H. Stenllenbosch an analysis of their argumentation Education Vol. 24, No. 1
Le Roux,A., Olivier, A., 30 Jun., - 4 Jul., Children struggling to make sense of fractions: AMESA Vol. 1 (9th 245 University of Stellenbosch 248 – 259 & Murray, H 2003 An analysis of children’s argumentation National Congress)
Critical analysis of learners’ rationale for learning mathematics and how it relates to the 15th SAARMSTE 246 Lebeta T.V UP Jan., 2007 219 – 227 working strategies and implications for (Short Papers) curriculum development
Does Every (Word) Problem Have A Solution? University Of The North, 8th SAARMSTE 247 Lebeta,V. T. 19 – 22 Jan.,2000 : Some Perspectives In Mathematical Modelling 253 – 258 QwaQwa Campus Proceedings Oriented Teaching
University of the North, Reflection on primary maths project (PMP) : Is AMESA Proceedings 1 248 Lebeta, TV 7 – 11 Jul, 1997 73 – 84 Qwaqwa Campus it an asset to primary school? (3rd National Congress)
Lelliott, A., Mwakapenda, W., Doidge, M., du Plessis, Marang Centre for Issues of teaching and learning in South Africa: 249 J., Mhlolo, M., mathematics and Sc. Edu., 2009 A disjunction between curriculum policy and AJRMSTE Special issue 47-64 Msimanga, A., Wits implementation Mundalamo, F., Nakedi, M., & Bowie, L
27 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Mathematics Learning and 250 Liebenberg, R Apr., 1998 The usefulness of an intensive diagnostic test Pythagoras No. 45 2 – 5 Teaching Initiative
Likwambe, B., & A case study of the development of in-service 251 UKZN Dec, 2008 Pythagoras No. 68 22-31 Christiansen, IM teachers’ concept image of the derivative
1Sch. of Teacher Edu., Motivating mathematical exploration through 1Linneweber- 18 – 21 18th SAARMSTE Uni, of applied Sciences, the use of video-clips: a collaborative research 252 Lammerskitten, H., & Jan., 2010 Vol.2 (Short Papers) 161-164 Northwestern Switzerland; and development project between Switzerland 2Schafer, M 2RU and South Africa
19 – 22 Teaching numeracy teachers to teach numeracy: 17th SAARMSTE Lombard, A.P., & Cape Peninsula Uni. of 253 Jan., 2009 a comparative review of curriculum in terms of Vol. .2 (short Papers) 251-259 Auliffe, S Technology content, practical application and methodologies
The conceptual and historical development of 14th SAARMSTE 254 Long, C Wits Jan., 2006 468–474 ratio Proceedings
Lubben, F., Dlamini, B., 10 – 14 Critical issues in developing research skills in Fumhanda, C., 13th SAARMSTE 255 NOT SUPPLIED Jan, 2005 mathematics, science and technology education 432 – 434 Mutimucuio, I., & Proceedings through the Skills- For- Development project Sanders, M
Natal University, Beliefs On The Nature And Assessment Of 5th SAARMSTE 256 Lubisi, R. C. 22 – 26 Jan., 1997 247 – 251 Pietermaritzburg Mathematics: A Case Of Preservice Teachers Proceedings
Ministry of Education, 30 Jun., - 4 Jul., Teachers’ assessment criteria in junior high AMESA Vol. 1 (9th 257 Lubisi, RC 52 – 70 Pretiria, SA 2003 school mathematics National Congress)
28 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
Development and validation of instrument to 14 – 18 Luckay, M.B., & monitor the success of constructivist learning 16th SAARMSTE 258 UCT Jan., 2008 41-56 Laugksch, R.C environments in grade 9 natural science Proceedings classrooms in South Africa
1 st 1Lukhele, RB, 2Murray, MALATI (1 author), Learners’ understanding of the addition of AMESA Proceedings 1 259 2University of Stellenbosch & 5 – 9 Jul., 1999 87 – 97 2 fractions (5th National Congress) H& Olivier, A MALATI (2nd & 3rd authors)
18 – 21 Learner mathematical thinking on grade 12 18th SAARMSTE Luneta, K., & Makonye, 260 UJ Jan., 2010 introductory differentiation: An analysis of Vol. 1 (Long Papers) 158-168 P errors and misconceptions
The Teacher- As –researcher: A Report On A University Of Natal, 1st SAARMSTE 261 Luthuli, D. V. Jan. 28-31, 1993 Linear Programming Problem- Posing 171 - 185 Durban. Proceedings Workshop
The learning of mathematics by grade 10 learners through integration with contexts that 15th SAARMSTE 262 Machaba, F Wits Jan., 2007 draws on learners’ everyday experiences both in 228 – 232 (Short Papers) mathematics and mathematical literacy classes: A research proposal
Insights and misconceptions of grade 10 10 – 14 University of the learners in a South African school 13th SAARMSTE 263 Machaba, F Jan, 2005 435 – 439 Witwatersrand (Soshanguve): The concepts of area and Proceedings perimeter
Insights and misconceptions of grade 10 University of the learners in a South African school AMESA Vol. 1 (11th 264 Machaba, F 27 – 30 Jun., 2005 60 – 62 Witwatersrand (SOSHANGUVE): The concepts of area and National Congress) perimeter
29 South African Directory of Mathematics Education Research (SADMER)
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Group SCMPC & Sch. Teachers’ evaluations of learners’ acquisition of 18th SAARMSTEVol.1 265 MacKay, R 18 – 21Jan., 2010 285-298 Dev. Unit, UCT criteria for the reproduction of mathematics (Long Papers)
Preservice mathematics students’ notions of the Maharajh, N., Brijlall, concept definition of continuity in calculus AJRMSTE Vol. 12 266 UKZN 2008 93-106 D., & Govender, N through collaborative instructional design (special edition) worksheets
14 – 18 Maharajh, N., Brijlall, Pre-service teachers’ conceptions of single- 16th SAARMSTE 267 UKZN Jan., 2008 715-728 D., & Govender, N valued functions through collaborative learning Proceedings
Using a task analysis approach within a guided 268 Maharaj, A UKZN Dec, 2007 problem-solving model to design mathematical Pythagoras No. 66 34-42 learning activities
Work in progress: Investigating the mathematics University of Natal, 30 Jun., - 4 Jul., AMESA Vol. 1 (9th 269 Maharaj, A senior certificate examinations in South Africa: 205 – 215 Durban 2003 National Congress) Implications for teaching
Implications from research for the teaching of 270 Maharaj, A UNISA-SACOL Dec., 2001 Pythagoras No. 56 17 – 25 the solution of polynomial equations
An investigation into grade six and seven 19 – 22 17th SAARMSTE teachers’ understanding in teaching and 271 Mahlobo, T RU Jan., 2009 Vol.3 (Abstracts) 154-155 assessing five learning outcomes in mathematics curriculum in some rural Eastern Cape schools
Mahlomaholo, M.G., The relationship between self-concept and 272 Milton, N., Khabanyane, Vista University 2000 JOSAARMSE 4 (1) 33 – 44 performance in grade 11 mathematics M., & Sookdin, U
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18 – 21 An exploration of Grade 9 learners’ fractional 18th SAARMSTE Makahathini, T., & 273 UKZN Jan., 2010 conceptions in two secondary schools: A Case Vol.3 (Short Papers) 225-233 Brjlall, D Study
Curtin University, & Assessment concerns of South African 274 Malone, J., & Stoker, J Apr., 1996 Pythagoras No. 39 33 – 37 RUMEP, RU, resp. Mathematics teachers
AMESA Proceedings 1 275 Manga, K RUMEP, RU 6 – 10 Jul., 1998 Problem solving in multigrade classes 296 – 304 (4th National Congress)
1University of Limpopo, 1Maoto, S., & 2Wallace, What does it mean to teach mathematics for 276 SA, & 2Curtin University 2006 AJRMSTE Vol. 10 (1 ) 59 – 70 J. understanding? When to tell and when to listen of Technology, Australia
277 Maree, K Universiteit van Pretoria Aug., 1996 Die gebruik van vraelyste in die wiskundeklas Pythagoras No. 40 7 – 13
The experiential modification of a computer Maree, J.g., Scholtz, S., South African Journal of 278 University of Pretoria 2005 software package for graphing algebraic 61 – 68 Bota,H.j., & van Putten,S Education Vol. 25, No. 2 functions
Toepassingsmoontlikheid van rekenaargesteunde onerwys vir Maree, JG., Janse van milieubenadeelde leerders in wiskunde in die South African Journal of 279 Resburg, H.M., & University of Pretoria 2000 senior primere fase: The application possibility 222 – 229 Education Vol. 20 (3) Cronje, J.C. of computer-aided instruction (CAI) for milieu- deprived learners in mathematics in the senior primary phase.
University of Pretoria & Maree, JG., & Molepo, The role of mathematics in developing rural and South African Journal of 280 Mokopane College of 1999 374 – 380 JM tribal communities in South Africa Education Vol. 19 (4) Education, respectively
The new approach to the teaching and learning South African Journal of 281 Maree, J.G. Universiteit van Pretoria 1993 of mathematics – how justified is criticism in ??? Education Vol. 13, No. 4 this regard?
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Significance for curriculating in mathematics of 282 Maree, J.G. Universiteit van Pretoria. 1993 a model for the identification and handling of Vol. 13 ( 4 ) 172 - 177 inadequate achievements in mathematics.
University of Pretoria (1st, Maree,K., Aldous, C., Predictors of performance in mathematics and 3rd,4th & 5th authors). South African Journal of 283 Hattingh, AS., Van der 2006 science according to a large-scale study in 229 – 252 University of KwaZulu- Education Vol. 26, No. 2 Lind, M. Mpumaanga. Natal (2nd author).
1 2 Marsh, T.A., & Halpin, Rhodes University ( 1Dept of An intelligent computer tutoring system for South African Journal of 284 1986 233 – 235 M.N. Computer SC., 2Dept. of Maths). rational function curve sketching. Education Vol. 6 (4 )
Human Sciences Research Ten years of democracy: translating policy into 285 Masehela, K. Jun., 2005 Pythagoras No. 61 21 – 30 Council practice in mathematics and science education
Some Current Master Level Research In 1st SAARMSTE 286 Mash, T. A. RU Jan. 28-31, 1993 197 - 204 Mathematics Education. Proceedings
18 – 21 18th SAARMSTE Mbekwa, M., Govender, The verification of Euler’s polyhedral formula 287 UWC Jan., 2010 Vol. 3 (Short Papers) 70-77 R., & Julie, C by in-service teachers using Zome geometry
18 – 21 18th SAARMSTE Students’ difficulties in interpreting and 288 Mbokane, M.M UP Jan., 2010 Vol. 1 (Long Papers) 25-37 translating from graphs: A study on visualisation
Mathematics homework and the examination AMESA Proceedings 2 289 Mboyi, N & Bungane, P NOT SUPPLIED 7 – 11 Jul, 1997 80 – 87 results (3rd National Congress) Rhodes University, Developing A Benchmark Assessment 8th SAARMSTE 290 Mboyiya, T Mathematics education 19 – 22 Jan.,2000 318 – 324 Instrument For Use At grade 4 Proceedings Project
32 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES AMESA Proceedings 1 291 Mboyiya, T RUMEP 5 – 9 Jul., 1999 Benchmark assessment at grade 4 122 – 126 (5th National Congress)
McAuliffe,S., & 30 Jun., - 4 Jul., Preferred learning styles of first year Vol. 1 (9th National 292 Cape Technikon 348 – 355 Vermeulen,N 2003 mathematics education students Congress)
William Pitcher Teacher An analysis of Swazi secondary school pupils’ 11th SAARMSTE 293 Mdluli, F. 11 – 15 Jan.,2003 409 – 414 College, Swaziland difficulties with solving algebra problems Ptoceedings
Developmental coherence: A stock-take of the Marang Centre for Mhlolo, MK., & Venkat, enacted National Curriculum Statement for 18th SAARMSTE Vol.3 294 mathematics and Sc. Edu., 18 – 21 Jan., 2010 55-63 H Mathematics (NCSM) at Further Education and (Short Papers) Wits Training (FET) level in South Africa
Curriculum coherence: A comparison of the Marang Centre for 19 – 22 17th SAARMSTE National Curriculum Statement and exemplar 295 Mhlolo, M.K mathematics and Sc. Edu., Jan., 2009 Vol. 1 (Long Papers) 164-177 ahead in assessments for mathematics in the Wits FET phase
Studying the implementation of the Further Marang Centre for 14 – 18 education and Training (FET) curriculum in 16th SAARMSTE 296 Mhlolo, M.K mathematics and Sc. Edu., Jan., 2008 South African mathematics classrooms: Shifting 379-387 Proceedings Wits teacher identities, promising avenues and blind pathways for mathematics teaching
Teaching and learning word problems and Mhlungu, M., Madondo, National Curriculum 22 – 26 Jan., 10th SAARMSTE 297 mathematical construction in Swaziland primary 254 – 260 M., & Dlamini, C Centre, Swaziland 2002 Proceedings schools 14 – 18 Mji, A., & Mwambakana, Tshwane Uni. of Mathematics anxiety among First year 16th SAARMSTE 298 Jan., 2008 505-511 J Technology university students Proceedings
33 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Factors Associated with high school learners’ Tshwane University of South African Journal of 299 Mji, A., & Makgato, M. 2006 poor performance: a spotlight on mathematics 253 – 266 technology. Education Vol. 26, No. 2 and physical science.
Tshwane Uni. of Where have we been publishing? Mathematics 14th SAARMSTE 300 Mji, A. Jan., 2006 98–105 Technology education brings the point home Proceedings
A 3-year perspective on conceptions of and CIMSTE, University of orientations to learning mathematics of 11th SAARMSTE 301 Mji, A. 11 – 15 Jan.,2003 1 – 7 South Africa prospective teachers and first year university Proceedings (vol. 2) students
An examination of first year students’ attitudes AMESA Proceedings 2 302 Mji, A. & Glencross, MJ University of Transkei 1 – 5 Jul., 1996 351 – 359 toward and approach to learning mathematics (2nd National Congress)
First Year University Students’ Conceptions Of , Mji, A. & Glencross, M. 4th SAARMSTE 303 University of Transkei 25 – 28 Jan. ,1996 Mathematics And Approaches To Learning The 204 - 207 J Proceedings Subject: A Phenomenographic Study
KZNDEC: Durban South Learning problems in understanding distance 11th SAARMSTE 304 Mjoli, B.A. 11 – 15 Jan.,2003 644 – 650 Region, Durban, SA materials. Proceedings
18th SAARMSTE Marang Centre for An investigation into the challenges of learning 18 – 21 Proceedings 305 Mnyandu, P mathematics and Sc. Edu., Linear Programming in two multilingual 153-159 Jan., 2010 Vol. 3 (Short Papers) Wits classrooms
14 – 18 Understanding a teacher’s choice of 16th SAARMSTE 306 Modau, S., & Brodie, K Phahama High Sch.; Wits Jan., 2008 mathematical tasks in the old and new 57-66 Proceedings curriculum
34 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Developing geometrical knowledge outside University of Venda for 307 Mogari, D. 2004 school: The case of miniature wire toy car AJRMSTE Vol. 8 (1 ) 117 – 126 Science and Technology makers.
University of Venda for science Attitudinal scale measures in Euclidean South African Journal of 308 Mogari, D 2004 1 – 4 & Technology geometry: What do they measure? Education Vol. 24, No. 1
An ethnomathematical approach and teacher University of Venda for development: The case of secondary 12th SAARMSTE 309 Mogari, D Science and Technology, 13 – 17 Jan, 2004 658 – 661 mathematics teachers in the Soutpansberg Proceedings SA circuit, Limpopo province
A relationship between and achievement in 310 Mogari, D University of Venda, SA 2003 AJRMSTE Vol. 7 63 – 72 Euclidean geometry of grade10 pupils
University of Venda, Research involving ethnomathematics in a 10th SAARMSTE 311 Mogari, D. 22 – 26 Jan., 2002 265 – 269 South Africa mathematics classroom Proceedings
University of Venda for An Incident Regarding The Manifestation of 9th SAARMSTE 312 Mogari, D 17 – 20 Jan, 2001 27 – 30 Science and Technology cultural Aspects In A mathematics class Proceedings
Problems associated With The Use Of 8th SAARMSTE 313 Mogari, D University Of Venda 19 – 22 Jan.,2000 329 - 335 Ethnomathematics Approach Proceedings
Some geometrical constructions and pupils’ AMESA Proceedings 1 314 Mogari, D NOT SUPPLIED 5 – 9 Jul., 1999 127 – 134 construction of miniature wire cars (5th National Congress)
Geometrical constructs & pupils’ construction 315 Mogari, D University of Venda Aug/Dec., 1998. Pythagoras No. 46/47 52 – 56 of miniature wire cars
The concept mapping as an instructional AMESA Proceedings 1 316 Mokoena, KJ Lere-la Tshepe College 6 – 10 Jul., 1998 265 – 275 strategy in mathematics classroom (4th National Congress)
Lere-la- Tshepe college of Evaluation of the self-instructional lesson in AMESA Proceedings 1 317 Mokoena, KJ 7 – 11 Jul, 1997 92 – 107 Education mathematics (3rd National Congress)
35 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 19 – 22 The mathematics that children read in the world: 17th SAARMSTE Mokotedi, L & 318 Uni. of North-West Jan., 2009 An exploration with grade 8 learners in semi- Vol. 3 (Abstracts) 192-193 Mwakapenda, W rural Mafikeng 18 – 21 18th SAARMSTE Molebale, J., Brijlall, D., Exploring the learning of fractions at grade 319 UKZN Jan., 2010 Vol. 2 (Short Papers) 215-221 & Maharaj, A seven
Molebale, J., Brijlall, D., 18 – 21 Exploring the learning of fractions at grade 18th SAARMSTE 320 UKZN 221-228 & Maharaj, A Jan., 2010 seven Vol. 2 (Short Papers) 14th SAARMSTE 321 Molefe, T.B Wits Jan., 2006 Communicating mathematically in a class 506–511 Proceedings
Practice improvement as a criterion for South African Journal of 322 Moller, T Universiteit van Pretoria 1989 317 – 323 scientific endeavour – a pedagogical reflection Education Vol. 9, No. 2
South-West Gauteng An exploration of selected students’ responses Vol. 1 (11th National 323 Molusi, M 27 – 30 Jun., 2005 63 – 64 College to addition of fractions Congress)
18 – 21 18th SAARMSTE Moodley, M., & Hobden, A study of the self-efficacy beliefs of maths 324 Dept. of Maths, UKZN Jan., 2010 Vol. 1 (Long Papers) 215-225 S learners and the impact on maths learning
Wingen Heights Sec. Sch., 18 – 21 A Study of Learners Conceptual Development 18th SAARMSTE 325 Moodley, U Dept. of Sc. Maths and Jan., 2010 in Mathematics in a Grade Eight Class Using Vol. 3 (Short Papers) 255-261 Tech., SA Concept Mapping
14 – 18 Investigating early numeracy skills – Which 1Morar, T., 2Peter-koop, 1NMMU; Uni. of 16th SAARMSTE 326 Jan., 2008 mathematical knowledge and understanding do 512-519 3 2&3 Proceedings A., & Pothmann, A.S Oldenburg, Germany grade R children bring to school?
University of Port Implementing Curriculum 2005: Dilemmas of 12th SAARMSTE 327 Morar, T 13 – 17 Jan, 2004 685 – 691 Elizabeth, SA four rural mathematics teachers Proceedings
36 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
Mathematics teachers’ professional University of Port 22 – 26 Jan., development in a South African context: A case 10th SAARMSTE 328 Morar, T 274 – 278 Elizabeth, Port Elizabeth 2002 study of the evolution of participants’ attitudes Proceedings and classroom practices.
University Of Port Can We Marry Key Teacher Development And 6th SAARMSTE 329 Morar, T., & Webb, P 14 – 17 Jan.,1998 333 – 338 Elizabeth Formal Accreditation? Proceedings Professional Development In Teaching Primary University Of Port 5th SAARMSTE 330 Morar, T. 22 – 26 Jan., 1997 School Mathematics – Can We Really Change 256 – 262 Elizabeth Proceedings Teachers’ Practices?
Basotho prospective teachers understanding of National University of 12th SAARMSTE 331 Morobe, N 13 – 17 Jan, 2004 functions: A case study of five students at the 692 – 695 Lesotho. Proceedings National University of Lesotho
Lere-la-Tshepe Technical An Investigation Into Gender Differences In Moroke,S.,Nkoane,M.,M College (1st author), Vista Black Learners’ Attitude Towards Mathematics 8th SAARMSTE 332 ahlomaholo,S.,Sookdin,U 19 – 22 Jan.,2000 504 – 510 University- Bloemfontein In Secondary Schools In Phuthaditjhaba Proceedings .,& Khabanyane,M ( The rest authors) (QwaQwa )
Research protocols, ethical considerations and 10 – 14 Dept. of Science and intellectual property rights in indigenous 13th SAARMSTE 333 Mosimege, M Jan, 2005 489 – 494 Technology, Pretoria SA knowledge and their implications for research in Proceedings mathematics, science and technology education
Indigenous mathematical knowledge at the Dept. of Science and 334 Mosimege, M 13 – 17 Jan, 2004 Lesedi cultural village: An exploration based on 12th SAARMSTE 696 – 701 Technology, Pretoria SA the Ndebele culture
History and cultural specificity of 335 Mosimege, M CSIR,Pretoria, SA 22 – 26 Jan., 2002 ethnomathematical activities in mathematics 10th SAARMSTE 279 – 283 classrooms
37 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES CSIR, Pretoria, And An Ethnographic Study Of Mathematical Mosimege, M., & Lebeta, 8th SAARMSTE 336 University Of The North, 19 – 22 Jan.,2000 Concepts In The Cultural Activities At The 336 – 341 V Proceedings respectively Basotho Cultural Village
Council For Scientific An Analytical Framework For Classroom Video 8th SAARMSTE 337 Mosimege, M And Industrial Research 19 – 22 Jan.,2000 Recordings Of Cultural Specific Mathematical 342 – 348 Proceedings (CSIR), Pretoria activities
5th SAARMSTE 338 Mosimege, M. D. University Of the North 22 – 26 Jan., 1997 The use Of games In Mathematics Classrooms 530 – 534 Proceedings
String figure games: Explorations in AMESA Proceedings 1 339 Mosimege, MD University of the North 7 – 11 Jul, 1997 111 – 117 mathematical patterns and relations (3rd National Congress)
Metacognitive abilities and mathematical AMESA Proceedings 2 340 Mosmege,MD University of the North 1 – 5 Jul., 1996 128 – 133 problem solving (2nd National Congress)
Students’ Thought Progress In Mathematical Faculty Of Education 4th SAARMSTE 341 Mosimege, M.D 25 – 28 Jan. ,1996 Problem Solving: What Paper And Pencil 227 – 236 University Of The North Proceedings Procedures Do Not Reveal
AMESA Proceedings 2 342 Motha, M.M Vista University 1 – 5 Jul., 1996 Mathematics potential and society’s needs 43 – 56 (2nd National Congress)
Pinelands High School, A real life experiment using a bicycle in the 343 Mouton, S Jul., 1990 Pythagoras No. 23 35 – 38 Pinelands. mathematics classroom
Presenting Standard 7 Algebra via a modelling AMESA Proceedings 1 344 Mouton, S Pinelands High School 1 – 5 Jul., 1996 172 – 176 teaching strategy (2nd National Congress)
14 – 18 Translating mathematics tasks from the Lesotho College of 16th SAARMSTE 345 Mpalami, N Jan., 2008 language of learning and teaching to learners’ 520-525 Education Proceedings home languages – What are the complexities?
38 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
1&2Marang Centre for 1Mpalami, N., & 2Setati Teaching and learning linear programming in a 15th SAARMSTE 346 Mathematics and Sc. Edu., Jan., 2007 261 – 266 M grade 11 multilingual mathematics class (Short Papers) Wits
Dept. of Pure Science, Student teachers learning to teach mathematics: 12th SAARMSTE 347 Mpalami, N Lesotho College of 13 – 17 Jan, 2004 702 – 705 What counts? Proceedings Education.
347 Mudaly, V UKZN Dec, 2007 Proof and proving in secondary school Pythagoras No. 66 64-75
University of KwaZulu- Modelling of real-world problems is often the 348 Mudaly, V Dec., 2004 Pythagoras No. 60 36 – 43 Natal, SA starting point for proof
30 Jun., - 4 Jul., AMESA Vol. 1 (9th 349 Mudaly, V Durban High School Real world mathematics for the real world 356 – 361 2003 National Congress)
Glenover Sec. School Mudaly,V., & De Learners’ needs for conviction and explanation 350 Durban, & University of Aug., 2000 Pythagoras No. 52 20 – 23 Villiers, M. within the context of dynamic geometry Durban-Westville
30 Jun., - 4 Jul., A closer look at some factors which are said to AMESA Vol. 1 (9th 351 Murray, H University of Stellenbosch 216 – 223 2003 affect mathematics learning National Congress)
352 Murray, H University of Stellenbosch Apr., 2000 Decimal fractions: looking at misconceptions Pythagoras No. 51 28 – 30
Research Unit for Maths Murray,H., Olivier,A.,& Young students’ informal knowledge of AMESA Proceedings 1 353 Edu. University of 1 – 5 Jul., 1996 41 – 48 Human, P fractions (2nd National Congress) Stellenbosch, SA
Murray, H., Olivier, A., 354 University of Stellenbosch Aug.,1995 Children assess the learning environment Pythagoras No. 37 13 – 16 & Human, P
Towards an understanding of the two-digit South African Journal of 355 Murray, H. University of Stellenbosch 1988 numbers: A theoretical perspective on learning 197 – 202 Education Vol. 8, No.3 contexts.
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Two-digit numbers and their computational 356 Murray, H University of Stellenbosch Nov., 1988 Pythagoras No. 18 14 – 23 strategies
Wat moet jong kinders van getalle leer wat ons 357 Murray, H Universitieiit Stellenbosch May, 1988 Pythagoras No. 17 23 – 26 al vergeet het?
University of the North. Mathematics anxiety and mathematics 11th SAARMSTE 358 Muthelo, D.J 11 – 15 Jan.,2003 186 – 192 Polokwane,SA achievement: are they related? Proceedings
Muthukrishna, N., & University of Natal, An alternative approach to mathematics for 359 Apr., 1999 Pythagoras No. 48 29 – 33 Rocher, H Durban children with learning problems
Mutungi, J., Nkosi, B., 11th SAARMSTE 360 University of Cape Town 11 – 15 Jan.,2003 Student understanding of ratio and proportion 426 – 431 Fraser, D., & Case, J Proceedings 14th SAARMSTE 361 Mwakapenda, W Wits Jan., 2006 Student understanding of function concept 540–546 Proceedings
University of the Understanding student understanding in 362 Mwakapenda, W Dec., 2004 Pythagoras No. 60 28 – 35 Witwatersrand mathematics
Using concept mapping to explore student Mwakapenda, W & University of the 363 2003 understanding and experiences of school AJRMSTE Vol. 7 51 – 62 Adler, J Witwatersrand mathematics.
“Do I still remember?” : Using concept mapping Mwakapenda, W.,& University of the 10th SAARMSTE 364 22 – 26 Jan., 2002 to explore student understanding of key 60 – 67 Adler, J. Witwatersrand Proceedings concepts in secondary mathematics
Students’ idea about “quadrilateral”: A pre- University of the AMESA Vol. 1 (7th 365 Mwakapenda, W 2 – 6 Jul., 2001 concept mapping task with first-year university 214 – 224 Witwatersrand National Congress) students
“ ‘Quadrilateral equations’ are easy to solve”: University of the 366 Mwakapenda, W Apr., 2001 findings from a concept mapping task with first- Pythagoras No. 54 33 – 41 Witwatersrand year university students
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES University students’ mathematical conceptions University Of The 9th SAARMSTE 367 Mwakapenda, W.W 17 – 20 Jan, 2001 and their implications to teacher and curricula 65 – 71 Witwatersrand Proceedings development
In Search Of Curriculum Change For Teacher 8th SAARMSTE 368 Naidoo, B Port Elizabeth Technikon 19 – 22 Jan.,2000 388 – 394 Education Proceedings
Secretariat: National Linking the utilisation of research findings to 12th SAARMSTE 369 Naidoo, D Advisory Council on 13 – 17 Jan, 2004 713 - 718 research in MST education Proceedings Innovation, SA
1Academic Support & Dev. 1 2 18 – 21 18th SAARMSTE Naidoo, J., & Bansilal, Programme (ASAP), Faculty of Strategies used by grade 12 mathematics 370 Jan., 2010 Vol. 2 (Short Papers) 182-190 S Engr., UKZN; 2SC., Maths and learners in transformation geometry Tech. Edu. UKZN Teaching mathematics at the Technikon: Some AMESA Proceedings 3 371 Naidoo, R. Sultan Technikon 7 – 11 Jul, 1997 120 – 129 problems and some solutions: (3rd National Congress)
Dept. Of Mathematics & A Study Of the Errors Made In Differential 5th SAARMSTE 372 Naidoo, R. Physics, ML Sultan 22 – 26 Jan., 1997 Calculus By First Year Technikon Students 266 – 268 Proceedings Technikon Using CAI
Errors Made in Differential Calculus By 4th SAARMSTE 373 Naidoo, R M. L Sultan Technikon 25 – 28 Jan. ,1996 249 – 252 Students At A Technikon Proceedings
Mathematics Technology In Numerical 4th SAARMSTE 374 Naidoo, R M. L Sultan Technikon 25 – 28 Jan. ,1996 252 - -258 Mathematics Projects Proceedings
The dynamics in establishing a science and RADMASTE Centre, 10 – 14 maths teacher development programme for life- 13th SAARMSTE 375 Nakedi, M University of the Jan, 2005 603 – 610 long learning – Lessons learned from the Proceedings Witwatersrand Gauteng NBI- PDP model
Code switching revisited: the use of language in Ncedo, N., Peires, M.L., University of Port 22 – 26 Jan., 10th SAARMSTE 376 primary school science and mathematics 308 – 313 & Morar, T Elizabeth, Port Elizabeth 2002 Proceedings classrooms.
41 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES AMESA Proceedings 1 377 Ndaba, TL NOT SUPPLIED 6 – 10 Jul., 1998 Usage of language in geometry 229 – 241 (4th National Congress) 1&2Joint Centre for SC, Lesson study activity challenging instructional 15th SAARMSTE 378 1Ndlalane, TC., & 2Jita, C Jan., 2007 271 – 278 Maths and Tech Edu, UP practices (Short Papers) University of the Learners’ conceptual understanding of 11th SAARMSTE 379 Ndlovu, H.C.M 11 – 15 Jan.,2003 441 – 454 Witwatersrand multiplication of decimal fractions Proceedings
University of the Learners’ conceptual understanding of AMESA Proceedings 1 380 Ndlovu,HCM 1 – 5 Jul, 2002 13 – 31 Witwatersrand multiplication of decimal fractions (8th National Congress)
“I don’t have time to teach for understanding”: AMESA Proceedings 1 381 Newstead, K MALATI 5 – 9 Jul., 1999 Reflecting on a time-consuming process of 144 – 153 (5th National Congress) change
Maths Learning and Newstead, K., & Murray, 382 Teaching Initiative, & Aug/Dec., 1998. Young Students’ construction of fractions Pythagoras No. 46/47 8 – 12 H University of Stellenbosch
Maths Learning And teaching Initiative, SA A Motivation For Developing More flexible Newstead, K., Anghileri, 6th SAARMSTE 383 Homerton College, 14 – 17 Jan.,1998 Meanings And Strategies For Division In 346 – 351 J. & Whitebread, D. Proceedings Cambridge, U.K, Primary School respectively.
Maths Learning and What I believe and what I do: The case of AMESA Proceedings 1 384 Newstead, K 7 – 11 Jul, 1997 142 – 153 Teaching Initiative teacher C (3rd National Congress)
Mathematics, Science And How Teachers Prepare Students For Matric Ngoepe, M. G., & 8th SAARMSTE 385 Technology Education 19 – 22 Jan.,2000 Examination: Interviews With Mathematics 400 – 406 Grayson,D.J. Proceedings College Teachers
An Investigation Into the Attitudes Of Student Kwena Moloto College Of Teachers At One College Of Education In The 6th SAARMSTE 386 Ngoepe, M.G. 14 – 17 Jan.,1998 351 – 359 Education Northern Province ( Former Lebowa Homeland Proceedings ) To Mathematics Learning And Teaching
42 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Nieuwoudt, S., Influence of a video class system on learners’ 387 Nieuwoudt, H., & North-West Uni. 2007 study and learning strategies and their AJRMSTE Vol. 11 (1) 29-36 Monteith, J achievement in mathematics
How well are mathematics teachers Nieuwoudt, HD, & van 30 Jun., - 4 Jul., AMESA Vol. 1 (9th 388 Potchfstroom University conceptually prepared to teach for learning? A 224 – 235 der Sandt, S 2003 National Congress) case of grade 7 geometry.
Potchfstroom University 30 Jun., - 4 Jul., Learning school mathematics from video-taped AMESA Vol. 1 (9th 389 Nieuwoudt, S for Christian High 236 – 247 2003 lessons National Congress) Education
Potchefstroom University Developing young children’s spatial AMESA Proceedings 1 390 Nieuwoudt, HD 7 – 11 Jul, 1997 154 – 176 for CHE competence through the development of solids (3rd National Congress)
The role of research in improving active 15th SAARMSTE 391 Njisane, R.M Not indicated Jan., 2007 279 – 283 learning of algebra (Short Papers)
1&2Marang Centre for Using the learners’ home language(s) when 1Nkambule, T. & 2Setati, 15th SAARMSTE 392 Mathematics and Sc. Edu., Jan., 2007 teaching linear programming: A case of a grade 284 – 288 M (Short Papers) Wits 11 multilingual class in South Africa
Educational Studies in Technikon North West What successful black South African students 393 Nkhoma,PM 2002 Mathematics Vol. 50, No. 103 – 113 School of Edu. consider as factors of their success 1
University of Natal school An investigation of children’s writing in 394 Ntenza, P of education, Edgewood 11 – 15 Jan.,2003 11th SAARMSTE 57 – 58 mathematics classrooms campus. Pinetown.
University of KwaZulu- Teachers’ perceptions of the benefits of children For the Learbing of 395 Ntenza, S.P. 2004 13 – 19 Natal writing in mathematics classrooms Mathematics Vol. 24 (1)
43 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
University of the How ‘real’ is ‘relevance’? Tensions emerging in 396 Nyabanyaba, T Apr., 1999 Pythagoras No. 48 17 – 25 Witwatersrand teachers’ talk within and about ‘relevance’
18th SAARMSTE 1Nyaumwe, LJ., & 1UNISA; 2Matokane Sec. 18 – 21 Integrating mathematics and science concepts: 397 Vol. 2 (Short Papers) 261-266 2Brown, JC Sch., Limpopo Jan., 2010 Some often forgotten considerations
Marang Centre for Peer influence on mathematics student teacher 17th SAARMSTE 19 – 22 398 Nyaumwe, L.J mathematics and Sc. Edu., development of teaching skills during school Vol. 2 (short Papers) 436-442 Jan., 2009 Wits experience
1Bindura University of Why do mentors and lecturers assess 1Nyaumwe, LJ, & African Journal of 399 Science Education, 2005 Mathematics and Science student teachers on 135 – 146 2Mavhunga FZ. Education Vol. 9 (2). 2University of Swaziland. teaching practice differently?
Directorate of Teacher The impact of the primary school lead teacher Education. KwaZulu Natal development project on grade 4 mathematics 9th SAARMSTE 400 Nzama, F. M 17 – 20 Jan, 2001 10 – 16 dept. of Education & classroom learning environments at Eshowe Proceedings Culture district in KwaZulu Natal, South Africa.
Olivier, A., Murray, H., 401 University of Stellenbosch Apr., 1992 Problem-centered learning: the case of division Pythagoras No. 28 33 – 38 & Human, P
402 Olivier, A. University of Stellenbosch Jul., 1989 Different letters stand for different numbers Pythagoras No. 20 25 – 28
Impact of attaining ‘further diploma in University of Pretoria, education’ South African science education 10th SAARMSTE 403 Pandey, D 22 – 26 Jan., 2002 321 – 325 Pretoria, SA network project in improving content Proceedings knowledge and attitude.
University Of Durban Why Students Fail Mathematics Education 1 At 8th SAARMSTE 404 Paras 19 – 22 Jan.,2000 427 – 433 Westville UDW? Proceedings
44 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
South African mathematics teacher education: 14th SAARMSTE 405 Parker, D UKZN Jan., 2006 575–581 forms of knowledge and practice Proceedings
Breaking the cycle of poor mathematics learning 17th SAARMSTE Cape Peninsula Uni. of 19 – 22 406 Pather, S and reaching: An investigation of student Vol.3 (Abstracts) 248-250 Technology Jan., 2009 teachers’ perceptions
University of Durban The problem- centred approach in mathematics AMESA Proceedings 2 407 Penchaliah,S 1 – 5 Jul., 1996 1 – 14 –Westville and the slow learner – A case study (2nd National Congress)
18th SAARMSTE.3 18 – 21 408 Penlington, T RUMEP Can our mathematics teachers measure up? (Short Papers) 233-241 Jan., 2010
19 – 22 17th SAARMSTE Exploring learners’ mathematical understanding 409 Penlington, T RUMEP Jan., 2009 Vol. 2 (short Papers) 452-460 through an analysis of their solution strategies
Developing benchmark assessment tasks for AMESA Proceedings 1 410 Penlington,T RUMEP 1 – 5 Jul, 2002 82- 89 grade 7 learners (8th National Congress)
RUMEP,Rhodes University (1st 2 authors), Key Teacher Model Of Professional Penlington, T., Stoker,J. 5th SAARMSTE 411 and King’s College, 22 – 26 Jan., 1997 Development: Understanding The Issue through 286 – 291 & Askew, M. Proceedings London University (3rd Selective Case Studies author)
University of the 412 Phiri, P., & Graven, M. 11 – 15 Jan.,2003 Investigating problem solving in algebra 11th SAARMSTE 214 – 216 Witwatersrand
Evaluation of a number skills development South African Journal of 413 Pietersen, C University of Limpopo 2006 413 – 426 programme Education Vol. 26 (3)
45 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Marang Centre for 14th SAARMSTE 414 Pillay, V mathematics and Sc. Edu., Jan., 2006 Mathematical knowledge for teaching 582–587 Proceedings Wits
College Of Science, 4th SAARMSTE 415 Pinto, D., & Magadla, L. University Of The 25 – 28 Jan. ,1996 Pedagogical Beliefs And Classroom Practice 277 – 284 Proceedings Witwatersrand
Basotho elementary students’ collective National University of development of the mathematical ideas 11th SAARMSTE 416 Polaki, M.V 11 – 15 Jan.,2003 320 – 330 Lesotho associated with their growth in thinking about Proceedings sample space and probability of an event
A research-based description of Basotho National University of 11th SAARMSTE 417 Polaki, M.V 11 – 15 Jan.,2003 elementary and middle school students’ 511 – 524 Lesotho Proceedings probabilistic thinking
Gender differences in mathematics performance National University of attributions among first year students at 418 Polaki, M.V., Nenty, H.J. 2001 JOSAARMSE Vol. 5 41 – 52 Lesotho National University of Lesotho: Implications for access to and performance in mathematics.
1Potgieter, M., 1Dept. of Chem., UP; Procedural and conceptual knowledge in 14th SAARMSTE 419 2Engelbrecht, J.C., & Jan., 2006 588–598 2Dept. of Math, UP undergraduate mathematics and chemistry Proceedings 2Harding, A
Dept. Of Maths, Port Elizabeth Technikon, & The influence of a cooperative learning strategy Dept. of Science, Maths & on mathematics test result and attitudes of pre- 12th SAARMSTE 420 Potgieter, S., & Webb, P 13 – 17 Jan, 2004 784 – 790 Technology Education, technician students at the Port Elizabeth Proceedings University of Port Technikom Elizabeth, SA
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 14th SAARMSTE 421 Pournara, C Wits Jan., 2006 Characterizing learner thinking in trigonometry 599–605 Proceedings
It’s ok to teach learners methods in trigonometry AMESA Proceedings 2 422 Pournara, C. WITS University 1 – 5 Jul, 2002 43 – 59 but … (8th National Congress)
Can we have an angle of 4000 ? Insights into AMESA Vol. 1 (7th 423 Pournara, C NOT SUPPLIED 2 – 6 Jul., 2001 174 – 180 grade 7 learners’ concept of angle National Congress)
University of Durban- Cognitive aspects of the learning of mathematics 424 Presmeg, N., & Frank, A Apr., 1990 Pythagoras No. 22 40 – 43 Westville in a multicultural school.
Volksraad (1st author) & Relationship between effective stability and Pretorius, GJP., & South African Journal of 425 Universiteit van Pretoria 1992 effective mathematics teaching and learning in 423 - 426 Oothuizen, W.L. Education Vol. 12 ( 4 ) (2nd author) the secondary school.
18 – 21 18th SAARMSTE High leverage mathematics teaching practices: 426 Prince, J WSU Jan., 2010 Vol. 2 (Short Papers) 176-182 Working with students’ errors
Prince, R., Frith, V., & University of Cape Town, Mathematical literacy of students in first year of 12th SAARMSTE 427 13 – 17 Jan, 2004 791 – 798 Jaftha, J SA medical school at a South African university Proceedings
What did you mean by that question, sir? AMESA Proceedings 1 428 Prins, E.D. IMSTUS- Stellenbosch 1 – 5 Jul., 1996 (Readability factors in mathematics examination 203 – 216 (2nd National Congress) questions that influence pupils’ achievement
Why don’t I teach the way I think I should? Constructing a theory-in-use to help explain the AMESA Proceedings 3 429 Purkey, C NOT SUPPLIED 7 – 11 Jul, 1997 154 – 169 poor mathematics performance of Khanya (3rd National Congress) College students in the College of Science
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Communicating in English for mathematics 430 Rakgokong, L Northlands Dec., 1994 Pythagoras No. 35 14 – 19 problem solving: The case of bilingualism.
Montarena Secondary A strategies-based problem solving approach in 431 Ramnarain, U Apr., 2003 Pythagoras No. 57 32 – 35 School the development of mathematical thinking
Edu, Sc. & Skills Dev Mathematics and science education in south 14th SAARMSTE 432 Reddy, V Jan., 2006 135–148 (ESSD), HSRC, SA Africa Proceedings
Schools out… or is it? Out of school Reddy, V., Lebani, L., & Human Sciences Research 12th SAARMSTE 433 13 – 17 Jan, 2004 interventions for mathematics, science and 830 – 835 Davidson, C Council, SA Proceedings computer studies for secondary school learners
434 Reeves, C University of Cape Town Apr., 1999 Increasing the opportunity to learn mathematics Pythagoras No. 48 2 – 9
The Conceptual Framework of High School University Of The Teachers Beginning A First- Year University 1st SAARMSTE 435 Rhodes, J.S Jan. 28-31, 1993 255 - 266 Western Cape Mathematics Course, With Special Reference Proceedings To Calculus.
An Example Of How Imagery May Be Used To Rhodes, J.S., & University Of The 1st SAARMSTE 436 Jan. 28-31, 1993 Assist Pupils’ Concept Formation In Primary 266 - 275 Roussouw, L. M. Western Cape Proceedings School Mathematics
Different Research Methodologies For University Of The Formulative Evaluation Of Printed Materials 1st SAARMSTE 437 Rhodes, J.S. & Yeo, D.N. Jan. 28-31, 1993 275 -280 Western Cape Designed For Supplementary Use In Secondary Proceedings Classroom
Language in mathematics classrooms – catalyst 18th SAARMSTE Vol. 1 438 Roberts, A UCT 18 – 21 Jan., 2010 15-24 or impediment to learning? (Long Papers)
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Concurrence Between The Policy Preferences Rochford, K., & de Jager, Science Education Unit, Of teachers And Pupils For Improving 5th SAARMSTE 439 22 – 26 Jan., 1997 374 - ? J University Of Cape Town Classroom Mathematics And Science In South Proceedings African Schools
SMT education for all: transformational roles of 10 – 14 University of Cape Town, fieldwork camps integrating science, 13th SAARMSTE 440 Rochford, K Jan, 2005 697 – 704 SA mathematics and technology across the Proceedings curriculum
1Marang Centre for The institutional location of research in 1Rollnick, M., 1Adler, J., 441 mathematics and Sc. Edu., 2009 mathematics and science education in South AJRMSTE Special issue 115-130 & 2Setati, M Wits; 2UNISA Africa
University of the Western The development of teacher competence in 9th SAARMSTE 442 Rossouw, L &Smith, E 17 – 20 Jan, 2001 72 – 79 Cape reflective discourse in maths at primary school Proceedings
University Of The Teachers’ Knowledge Of Geometry Teaching – 6th SAARMSTE 443 Rossouw, L., & Smith, E. 14 – 17 Jan.,1998 418 – 425 Western Cape Two Years On After An INSET Course Proceedings
Rossouw, L., Smith, E., University Of The Perception Of Changing Practice In Teaching 5th SAARMSTE 444 22 – 26 Jan., 1997 304 – 309 Jaffer, S., & Naiker, M. Western Cape Geometry In The primary School Proceedings
30 Jun., - 4 Jul., The impact of language proficiency on AMESA Vol. 1 (9th 445 Roux, A Potchfstroom University 362 – 371 2003 geometrical thinking National Congress
Matriculation performance in physical science Potchefstroom University South African Journal of 446 Sader, C.L 1988 and mathematics and the failure rate in 359 - 362 for CHE Education Vol. 8, No. 4 chemistry at university
18 – 21 Beyond constructivism: enactivism as a 18th SAARMSTE Samson, D., & Schafer, 447 RU Jan., 2010 theoretical lens in the context of figural Vol. 1 (Long Papers) 63-74 M generalization
49 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 19 – 22 An analysis of the influence of question design 17th SAARMSTE 448 Samson, D, & Schafer, M RU Jan., 2009 on learners’ approaches to number pattern Vol. 3 (Abstracts) 263-264 generalization tasks
An analysis of the influence of question design Samson, D., & Schafer, 449 RU Dec, 2007 on learners’ approaches to number pattern Pythagoras No. 66 43-51 M generalisation tasks
17th SAARMSTE 19 – 22 Interactions between teachers’ content 450 Sanni, R., & Brodie, K Wits Vol. 1 (Long Papers) 220-229 Jan., 2009 knowledge and pedagogical content knowledge
14 – 18 Mathematical task analysis: The evolution of an 16th SAARMSTE 451 Sanni, R Wits Jan., 2008 67-79 analytical framework Proceedings
Investigating the take-up of Open Educational 18 – 21 18th SAARMSTE Research for maths teachers education: a case 452 Sapire, I Wits Jan., 2010 Vol.2 (Short Papers) 164-170 study in six Higher Education sites in South Africa
Sasman, M., Maths Learning and Probing children’s thinking in the process of AMESA Proceedings 1 453 Linchevski,L. Olivier,A., Teaching Initiative 6 – 10 Jul., 1998 210 – 218 generalization (4th National Congress) & Liebenberg, R (Malati)
“As soon as the four sides are all equal, then the Schafer, M., & Atebe, 14 – 18 16th SAARMSTE 454 RU angles must be 90° each”: Children’s 80-93 H.U Jan., 2008 Proceedings misconceptions in geometry
Education Dept. Rhodes 10 – 14 A picture is worth 1000 words: the use of 13th SAARMSTE 455 Schafer, M 738 – 744 University, SA Jan, 2005 artworks in a multimodal approach to interviews Proceedings
World view theory and the conceptualisation of 456 Schafer, M Rhodes University Jun., 2004 Pythagoras No. 59 8 – 17 space in mathematics education
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
The use of worldview theory in the exploration Education Dept. Rhodes 12th SAARMSTE 457 Schafer, M 13 – 17 Jan, 2004 of epistemological macrostructures in spatial 936 – 945 University, SA Proceedings conceptualization
Assessment and the creative teacher. The STD7 AMESA Proceedings 1 458 Schafer, M ORT-STEP Institute 1 – 5 Jul., 1996 217 – 229 IEB GEC Examination and its effects (2nd National Congress)
St Andrew’s College, 459 Schafer, M Jul., 1989 “Green Globs” in classroom – a case study Pythagoras No. 20 37 – 40 Grahamstown
Applicability Of Mathematics In Technical 5th SAARMSTE 460 Scott, G. Not Supplied 22 – 26 Jan., 1997 310 – 316 College An Enquiry Into Lecturers’ Beliefs Proceedings
The hour-glass model: Overcoming the Sekao, RD. & 30 Jun., - 4 Jul., AMESA Vol. 1 (9th 461 Potchfstroom University problems of over-crowded mathematics classes 272 -282 Nieuwoudt, HD 2003 National Congress) using cooperative learning
University of the The effect of language of presentation on South African Journal of 462 Sentson, C 1994 109 – 114 Witwatersrand pupils’ performance in mathematics test Education Vol. 14, No. 3
18th SAARMSTE 18 – 21 Triadic dialogue: An analysis of instructions in 463 Sepeng, P NMMU Vol. 3 (Short Papers) 137-143 Jan., 2010 multilingual mathematics primary classrooms
1 2 1 1 UNISA; Marang Centre Setati, S., Chitera, N., Research on multilingualism in mathematics 464 for mathematics and Sc. 2009 AJRMSTE Special issue 65-80 &2 Essien, A education in South Africa: 2000-2007 Edu., Wits
Discursive practices in two multilingual 1Wits; 2Uni. of Ottawa, 465 1Setati, M., & 2Barwell, R 2006 mathematics classrooms: An international AJRMSTE Vol. 10 (1 ) 27-38 Canada comparison
51 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 1UNISA; 2Fons Luminus 1 2 Using language as a transparent resource in the Setati, M., Molefe, T., High Sch.; 3Oprah 466 3 June, 2008 teaching and learning of mathematics in a grade Pythagoras No. 67 14-25 & Langa, M Winfrey Leadership 11 multilingual classroom Academy for Girls
Speaking mathematically: Language(s), University of the 11th SAARMSTE 467 Setati, M 11 – 15 Jan.,203 discourses and cultural models In a multilingual 605 - 615 Witwatersrand Proceedings mathematics classroom in South Africa
University of the 11th SAARMSTE 468 Setati, M 11 – 15 Jan.,2003 Re- presenting multilingual data 265 – 272 Witwatersrand Proceedings
University Of The Mathematics Teachers’ Discourses and use Of 9th SAARMSTE 469 Setati, M 17 – 20 Jan, 2001 34 – 40 Witwatersrand Code-switching Proceedings
Between languages and discourses: Language Educational Studies in University of the 470 Setati, M., & Adler, j. 2000 practices in primary multilingual mathematics Mathematics Vol. 43, No. 243 – 269 Witwatersrand classrooms in South Africa 3
University Of The Classroom- Based Research: From With Or On 8th SAARMSTE 471 Setati, M 19 – 22 Jan.,2000 511 – 520 Witwatersrand Teachers To With And On Teachers Proceedings
Languages Practices In Mathematics classroom: University Of The 6th SAARMSTE 472 Setati, M 14 – 17 Jan.,1998 Focus On code – switching, Chanting and 431 – 439 Witwatersrand Proceedings Chorusing Centre For Cognitive Teaching And Learning Mathematics In A 5th SAARMSTE 473 Setati, M. development, Vista 22 – 26 Jan., 1997 73 – 78 Second Language Proceedings University Code-Switching in a senior primary class of AMESA Proceedings 1 474 Setati, M NOT SUPPLIED 1 – 5 Jul., 1996 49 – 62 second language mathematics learners (2nd National Congress)
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Mnemonic naming system: a possible cause for Technikon North West, 9th SAARMSTE 475 Sethole, G. 17 – 20 Jan, 2001 the misinterpretation of the concept resented by 17 – 22 Ga- Rankuwa, RSA Proceedings tn in the study of sequences and series.
Tshwane University of Meaningful contexts or dead mock reality: 476 Sethole, G Jun., 2004 Pythagoras No. 59 18 – 25 Technology (Ga-rankuwa) which form will the everyday take?
A case of the place of textbooks, classwork University of the 477 Sethole, G Aug., 2001 books and scribblers in a township mathematics Pythagoras No. 55 9 – 13 Witwatersrand classroom
Textbooks, classwork books and scribblers: University of the AMESA Proceedings 1 478 Sethole, G 2 – 6 Jul., 2001 Their place in a township mathematics 181 – 192 Witwatersrand (7th National Congress) classroom
H tends to zero: Prospective teachers’ AMESA Proceedings 1 479 Sethole, G., & Human, P RUMEUS 6 – 10 Jul., 1998 252 – 261 interpretation of the phrase (4th National Congress)
University of Zululand (1st two authors) & Centre for Sibaya, P.T., Sibaya, Black secondary school pupils’ problems with South African Journal of 480 statistics, Human 1996 32 - 37 DC., & Mugisha, R.X. mathematical concepts Education Vol. 16 ( 1 ) Research Council, Pretoria
Translating Mathematics Problems Into A University Of The 6th SAARMSTE 481 Sigabi, M 14 – 17 Jan.,1998 Second Language: Some Considerations For 446 – 452 Witwatersrand Proceedings Problem Solving
Sihlobo, S. N. & Teachers’ View About Difficulties In Standard 4th SAARMSTE 482 University of Transkei 25 – 28 Jan. ,1996 322 – 326 Glencross, M. J. 7 Algebra Proceedings
53 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Smit, K.,van Heerden, E., Using a learner-report as a continuous Adendorff, S.,du Pooy, 483 University of Stellenbosch Dec., 2000 assessment tool in OBE: an example from the Pythagoras No. 53 28 – 35 E.,Janssen, D., & teaching and learning of linear functions Vanheeswijcj, L.
1Departement Wiskunde, Kritiese Vergelyking van twee Van Hiele- 1Smith, E.C., & 2De Onderwyskollege South African Journal of 484 1990 toetsinstrumente. Critical comparison between 68 – 74 Villiers, M.D. 2 Education Vol. 10 (1 ) Bellville. University of two Van Hiele testing instruments Stellenbosch.
Rhodes University, A Study Of changes A Further Diploma In 8th SAARMSTE 485 Spanneberg, R Mathematics education 19 – 22 Jan.,2000 Education (Primary School Mathematics ) 541 – 547 Proceedings Project Might Have On Teachers’ classroom Practices
University Of The Reflections in transformation geometry: 9th SAARMSTE 486 Sproule, S. 17 – 20 Jan, 2001 91 – 100 Witwatersrand Learners’ anchoring strategies Proceedings
Rhodes University, Changing Teacher Beliefs Into Practice: 8th SAARMSTE 487 Stoker, J Mathematics education 19 – 22 Jan.,2000 548 – 554 Understanding The Journey Proceedings Project
Stoker, J., & Penlington, Rhodes University, Key Teachers’ Perceptions Of Cooperative 6th SAARMSTE 488 14 – 17 Jan.,1998 368 – 375 M. RUMEP Learning And Group Work Proceedings
Towards Changing Teacers’ Mathematical 1st SAARMSTE 489 Stoker, J. RU Jan. 28-31, 1993 319 – 326 Beliefs: A Qualitative Evaluation Proceedings
Use of structural materials in learning primary South African Journal of 490 Stoker, J. Rhodes University 1990 187- 191 mathematics Education Vol. 10 (2)
18 – 21 Influence of the use of dynamic geometry 18th SAARMSTE 491 Stols, G UP Jan., 2010 software on students’ geometric development in Vol. 2 (Short Papers) 149-155 terms of the van Hiele levels
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 19 – 22 Teachers’ beliefs, attitudes and intentions about 17th SAARMSTE 492 Stols, G UP Jan., 2009 using Geometer’s Sketchpad in their Vol. 2 (short Papers) 581-590 mathematics classroom
1UP; 2Tshwane Uni. of 1Stols, G., 2Mji, A.. & The potential of teacher development with 493 Tech.; 3Uni. of Dec, 2008 Pythagoras No. 68 15-21 3Wessels, D geometer’s Sketchpad Stellenbosch
Designing mathematical-technological activities 494 Stols, G UP June, 2007 for teachers using the Technology Acceptance Pythagoras No. 65 10-17 Model
1Stols, G., 2Olivier, A., & Description and impact of a distance 495 1UP; 2Uni. of Stellenbosch June, 2007 Pythagoras No. 65 32-38 1Grayson, D mathematics course for grade 10 to 12 teachers
Geometry teacher education: practice what you 14th SAARMSTE 496 Stols, G UP Jan., 2006 665–669 preach Proceedings
Mathematics INSET teachers’ development: A 12th SAARMSTE 497 Stols, G. University of South Africa 13 – 17 Jan, 2004 988 – 993 problem- solving approach Proceedings
A rationale for using conic sections as an Stols, G., Wessels,D., & 30 Jun., - 4 Jul., AMESA Vol. 1 (9th 498 UNISA integrating factor in the proposed FET 294 – 303 Heideman,J 2003 National Congress) curriculum
The correlation between teachers and their University of South 11th SAARMSTE 499 Stols, G 11 – 15 Jan.,2003 learners’ mathematical knowledge in rural 246 – 249 Africa, Pretoria, SA Proceedings schools.
Strauss, J., & Fourie, Randse Afrikaanse Strategies, attitudes and solution quality with South African Journal of 500 1998 43 - 48 H.A.M Universiteit respect to problem - solving in mathematics. Education Vol. 18 (1)
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES
Research Institute for Edu. The implementation of the problem-centred Strauss, J.P. , van AMESA Proceedings 1 501 Planning, Faculty of Edu, 1 – 5 Jul., 1996 approach in the teaching and learning of 87 – 96 Biljon,A . & Mostert,S (2nd National Congress) UOFS mathematics in the junior primary phase
1Rand Afrikaans 1Strauss, J., & 2Diab, Mathematical requirements of technical South African Journal of 502 University & 2Natal 1988 133 – 141 R.M engineers Education Vol. 8 ( 2 ) Technikon
Universiteit van Suid- Mastering of basic geometry concepts: sex South African Journal of 503 Swanepoel, CH 1990 484 – 487 Afrika differences. Education Vol. 10 ( 5/6 )
Mathematical word problems: Understanding 504 Tobias, B Wits 2006 AJRMSTE Vol. 10 (2) 1 - 14 how secondary students position themselves
Investigating code switching of English Second 17th SAARMSTE Tokwe, M., & Schafer, 19 – 22 505 RU Language (ESL) teachers in the teaching of Vol. 3 (Abstracts) 307-309 M Jan., 2009 mathematics
Afrikaans Tweede Taal Spreker (ATTSs) en 506 Uys, W. P. Linnwood-rif, Suid Afrika Apr., 1999 Pythagoras No. 48 34 – 39 Telwoorde
Van Biljon,A, & Strauss, University of the Free AMESA Proceedings 2 507 7 – 11 Jul, 1997 Numbers that are rational as well as irrational!! 166 – 175 JP State (3rd National Congress)
1The college of New 1 Van der Sandt , S. & Jersey, USA. 2North-West Geometry content knowledge: Is pre-service 508 2 2005 AJRMSTE Vol. 9 (2). 109 – 120 Nieuwoudt ,H University, Potchefstroom training making a difference? SA
Van der Sandt, S., & University of Grade 7 teachers’ and prospective teachers’ South African Journal of 509 2003 199 – 205 Nieuwoudt, H.D. Potchefstroom content knowledge of geometry. Education Vol. 23 (3)
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Exploring metacognition in mathematics AMESA Vol. 1 (11th 510 Van der Walt, MS NOT SUPPLIED 27 – 30 Jun., 2005 41 – 44 teaching in the senior school phase National Congress)
The contribution of mathematics textbooks in 30 Jun., - 4 Jul., AMESA Vol. 1 (9th 511 Van der Walt, M Potchfstroom University the intermediate phase to the development of 372 – 377 2003 National Congress) metaccognitive skills.
Exploring the making of a time capsule for 18th SAARMSTE Van Laren, L., & Palmer, 18 – 21 512 UKZN psychosocial support in mathematics classrooms Vol. 2 (Short Papers) 253-256 I Jan., 2010 of young learners
AMESA Proceedings 1 513 Van Laren,L University of Natal 1 – 5 Jul, 2002 “Area is L X B” 32- 37 (8th National Congress)
514 Van Niekerk, R University of SA Aug., 1996 “4-Kubers” in Africa Pythagoras No. 40 28 – 33
Van Niekerk, T., Successes and obstacles in the development of AMESA Proceedings 1 515 Newstead, K., Murray, MALATI 5 – 9 Jul., 1999 221 – 232 grade 6 learners’ conception of fractions (5th National Congress) H, & Olivier, A
Universiteit van Suid- Aims in teaching mathematics to engineering South African Journal of 516 Van Rooy, M. P 1989 774 – 781 Afrika technicians Education Vol. 9, No. 4
The aims of teaching mathematics – a technical 517 Van Rooy, T. University of South Africa Jul., 1989 and vocational education perspective on Pythagoras No. 20 29 – 31 curriculum development in mathematics.
Varughese, N. A., & Basic Mathematical Language Skills Among 4th SAARMSTE 518 University of Transkei 25 – 28 Jan. ,1996 340 – 343 Glencross, M. J. First Year University Students Proceedings
57 South African Directory of Mathematics Education Research (SADMER)
S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Verhage,H., REMESA< Dept of Adendorff,S., Cooper,P., Didactics & School of The interrelationship between graphs, formulae 519 Engel,M., Kasana,Z., Science and Maths Apr., 2000 and tables: exploring the relationship between Pythagoras No. 51 37 – 42 Roux, p., Smith,R., & Education, University of mathematising and outcomes-based education Williams, E the Western Cape
1Venkat, H., 1Adler, J., 1Marang Centre for Mathematics and science education research, 520 1Rollnick, M., 2Setati, S., mathematics and Sc. Edu., 2009 policy and practice in South Africa: What are AJRMSTE Special issue 05 - 27 & 1Vhurumuku, E Wits; 2UNISA the relationships?
Cape Peninsula University Who shall we train as teachers of mathematical AMESA Vol. 1 (11th 521 Vermeulen,N 27 – 30 Jun., 2005 45 – 51 of technology literacy? National Congress)
1Cape Technikon, Cape 1Vermeulen,2N AMESA Proceedings 1 522 town & 2University of 1 – 5 Jul., 1996 Students’ awareness of the distributive property 195 – 202 Olivier,A., & 2Human, P (2nd National Congress) Stellenbosch
University of KwaZulu- South African Journal of 523 Vithal, R. 2004 Mathematics, Devan, and project work 225 – 232 Natal Education Vol. 24. No. 3
University of Durban- Devan; mathematics; and project work: A 11th SAARMSTE 524 Vithal, R. 11 – 15 Jan.,2003 251 – 257 Westville, Durban, SA social, cultural, political curriculum approach Proceedings
University of Durban- Differentiation, in contradiction and co- 525 Vithal, R. 2002 JOSAARMSE Vol. 6 1 – 20 Westville, SA operation, with equity in mathematics education
Faculty Of Education, Exploring Student Teachers’ Understanding Of 5th SAARMSTE 526 Vithal, R. University Of Durban – 22 – 26 Jan., 1997 A Theoretical Perspective In Mathematics 331 – 340 Proceedings Westville Education
University Of Durban- Ethnomathematics; Research Directions And 1st SAARMSTE 527 Vithal, R. Jan. 28-31, 1993 334 - 351 Westville Some Implications For Curriculum Proceedings
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES University Of Natal 1st SAARMSTE 528 Volmink, J.D Jan. 28-31, 1993 Childrens Understanding of Geometrical Ideas 352 - 361 (Durban) Proceedings
18th SAARMSTE 18 – 21 Exploring the use of simultaneous interpreting 529 Vorster, H., & Zerwick, J NWU Vol. 2 (Short Papers) 155-161 Jan., 2010 in the training of mathematics teachers
Investigating a scaffold to code-switching as 530 Vorster, H North-West Uni. June, 2008 Pythagoras No. 67 33-41 strategy in multilingual classrooms
An investigation of how grade 8 Setswana North-West University, AMESA Vol. 1 (11th 531 Vorster, HJA 27 – 30 Jun., 2005 geometry learners experience geometry support 52 – 57 Potchefstroom Campus National Congress) materials in Setswana
1Dept. of Maths Edu., 18th SAARMSTE Centre for Educational 18 – 21 Using dialogue in mathematics classes: Could it 532 1Webb, P., & 2Webb, L Vol. 2 (Short Papers) 266-272 Research, Technology and Jan., 2010 aid mathematical reasoning? Innovation; 2NMMU
Poetic reflections concerning issues in 18th SAARMSTE 18 – 21 533 Webb, L., & Foster, L NMMU multilingual mathematics and science education Vol. 3 (Short Papers) 272-277 Jan., 2010 in South Africa
1Dept. of maths 17th SAARMSTE 19 – 22 A strategy to enhance mathematical reasoning in 534 1Webb, L., & 2Webb, P 2 Vol. 3 (Abstracts) 616-622 Edu.,NMMU & FERTI Jan., 2009 multilingual mathematics classes: a pilot study faculty of Edu., NMMU
A snapshot in time: Beliefs and practices of a 535 Webb, L., & Webb, P NMMU Dec, 2008 pre-service mathematics teacher through the Pythagoras No. 68 41-51 lens of changing contexts and situations
Introducing discussion into multilingual 536 Webb, L., & Webb, P NMMU June, 2008 mathematics classrooms: An issue of code Pythagoras No. 67 26-32 switching?
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES Nelson Mandela To be or not to be? : Pre- service teachers’ 13th SAARMSTE 537 Webb, L., & Webb, P Metropolitan University, 10 – 14 Jan, 2005 813 – 821 beliefs and practices towards reform Proceedings SA
Eastern Cape teachers’ beliefs of the nature of University of Port mathematics: implications for the introduction 538 Webb,L., & Webb, P Dec., 2004 Pythagoras No. 60 13 – 19 Elizabeth of in-service mathematical literacy programmes for teachers
University of Port Eastern Cape teachers’ beliefs regarding the 12th SAARMSTE 539 Webb, L., & Webb, P 13 – 17 Jan, 2004 1025 – 1029 Elizabeth, SA nature of mathematics Proceedings
University Of Port Rippling Science And Mathematics Through 6th SAARMSTE 540 Webb, P 14 – 17 Jan.,1998 484 – 488 Elizabeth Township Schools Proceedings
South African Journal of 541 Webb, J.H. University of Cape Town 1989 Multiple-choice questions in mathematics. 216 – 218 Education Vol. 9, No. 1
Mathematical competitions in South Africa: South African Journal of 542 Webb, J.H. University of Cape Town 1989 758 – 762 some educational issues. Education Vol. 9, No. 4
1Wessels, H., 1Wessels, 1UNISA; 2North-West Arrangement strategies in data representation 543 2006 AJRMSTE Vol. 10 (2) 39-48 D., & 2Nieuwoudt, H Uni. tasks of grade 4-7 learners
UNISA, Pretoria, & Wessels, D.C.J., & 10 – 14 13th SAARMSTE 544 Laerskool Lynnwood, The analysis and assessment of spatial abilities 832 – 834 Wessels, H.M Jan, 2005 Proceedings Pretoria, respectively
The Role Of Analogies And Metaphors As 1st SAARMSTE 545 Wessels, D.C.J. UNISA Jan. 28-31, 1993 Teaching Strategies In The Teaching Of 362 -372 Proceedings Mathematics.
University Of The On The Psychological Basis Of The Structured 1st SAARMSTE 546 Wilson, D.B. Jan. 28-31, 1993 372 - 380 Witwatersrand Tutorial. Proceedings
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S/N AUTHOR INSTITUTION DATE TITLE PUBLICATION PAGES 14 – 18 547 Wilson-Thompson, B Wits Assessment: Teachers beliefs and practices 16th SAARMSTE 94-103 Jan., 2008
1Dept. of civil Engr., 1Wolmarans, N., 2Smit, Addressing concerns with the NSC: An analysis 2Dept. of Electrical Engr., 18 – 21 18th SAARMSTE 548 R., 3Collier-Reed., & of first-year student performance in mathematics 274-283 3Dept. of Mech. Engr., and Jan., 2010 Vol. 1 (Long Papers) 4Leather, H and physics 4Faculty Office, UCT
Centre for Advanced 1Yegambaram P., & Computer Modelling and 18 – 21 Improving The Conceptual Understanding of 18th SAARMSTE 549 160-170 2Naidoo, R Manufacturing, Durban Jan., 2010 Three Dimensional Geometry Vol. 3 (Short Papers) Uni. of Tech.
Problem areas in the acquisition of University of Natal, Journal of Education Vol. 550 Zoe Michau, J. M 1978 mathematical concepts by Black children in 21 – 30 Pietermaritzburg. 10 South Africa
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