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Pythagoras

ISSN: 1012--2346
Publisher: AOSIS OpenJournals


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Assessing medical students’ competence in calculating drug doses

Author(s): Catherine Harries | Julia Botha
Volume: 34
Issue: 2
Year: 2013
Teachers’ knowledge for teaching compound interest

Author(s): Craig Pournara
Volume: 34
Issue: 2
Year: 2013
Teachers’ reasoning in a repeated sampling context

Author(s): Helena Wessels | Hercules Nieuwoudt
Volume: 34
Issue: 1
Year: 2013
Proportional reasoning as a threshold to numeracy at university: A framework for analysis

Author(s): Pam Lloyd | Vera Frith
Volume: 34
Issue: 1
Year: 2013
Mapping onto the mathematics curriculum – an opportunity for teachers to learn

Author(s): Yael Shalem | Ingrid Sapire | Belinda Huntley
Volume: 34
Issue: 1
Year: 2013
The dialectical relationship between theory and practice in the design of an after-school mathematics club

Author(s): Debbie Stott | Mellony Graven
Volume: 34
Issue: 1
Year: 2013
The ability of second graders to identify solids in different positions and to justify their answer

Author(s): Yael Sarfaty | Dorit Patkin
Volume: 34
Issue: 1
Year: 2013
Making mathematical meaning: From preconcepts to pseudoconcepts to concepts

Author(s): Margot Berger
Volume: 33
Issue: 63
Year: 2011
Contextual factors of the mathematics learning environment of grade 6 learners in South Africa

Author(s): G. S. Kotze | J. P. Strauss
Volume: 33
Issue: 63
Year: 2011
A generalisation of the Spieker circle and Nagel line

Author(s): Michael de Villiers
Volume: 33
Issue: 63
Year: 2011
Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

Author(s): Mercy Kazima | Jill Adler
Volume: 33
Issue: 63
Year: 2011
The development of the common fraction concept in Grade Three learners

Author(s): Claire Fraser | Hanlie Murray | Brenda Hayward | Pat Erwin
Volume: 33
Issue: 5
Year: 2011
A site-based model for professional development in mathematics at the elementary school level

Author(s): Denise S. Mewborn | Patricia D. Huberty
Volume: 33
Issue: 5
Year: 2011
A dynamic approach to quadrilateral definitions

Author(s): Rajendran Govender | Michael de Villiers
Volume: 33
Issue: 5
Year: 2011
World view theory and the conceptualisation of space in mathematics education

Author(s): Marc Schäfer
Volume: 33
Issue: 5
Year: 2011
Meaningful contexts or dead mock reality: Which form will the everyday take?

Author(s): Godfrey Sethole
Volume: 33
Issue: 5
Year: 2011
Implementing the National Council of Teachers of Mathematics Standards: A slow process

Author(s): Joseph M. Furner
Volume: 33
Issue: 5
Year: 2011
Modelling of real-world problems is often the starting point for proof

Author(s): Vimolan Mudaly
Volume: 33
Issue: 4
Year: 2011
Chanting as mathematical enculturation

Author(s): Anne Watson
Volume: 33
Issue: 4
Year: 2011
Understanding student understanding in mathematics

Author(s): Willy Mwakapenda
Volume: 33
Issue: 4
Year: 2011
Coherence and connections in teachers’ mathematical discourses in instruction

Author(s): Hamsa Venkat | Jill Adler
Volume: 33
Issue: 3
Year: 2012
Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory

Author(s): Tim Dunne | Caroline Long | Tracy Craig | Elsie Venter
Volume: 33
Issue: 3
Year: 2012
Limits of functions – how do students handle them?

Author(s): Kristina Juter
Volume: 33
Issue: 3
Year: 2011
An illustration of the explanatory and discovery functions of proof

Author(s): Michael de Villiers
Volume: 33
Issue: 3
Year: 2012
Pictorial pattern generalisation: Tension between local and global visualisation

Author(s): Duncan Samson
Volume: 33
Issue: 3
Year: 2012
Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks

Author(s): Mdutshekelwa Ndlovu | Andile Mji
Volume: 33
Issue: 3
Year: 2012
Mathematics teachers’ reflective practice within the context of adapted lesson study

Author(s): Barbara Posthuma
Volume: 33
Issue: 3
Year: 2012
Mathematics teacher retention and the role of Identity: Sam’s story

Author(s): Mellony Graven
Volume: 33
Issue: 3
Year: 2011
Dynamic geometry: An agent for the reunification of algebra and geometry

Author(s): Meira Hockman
Volume: 33
Issue: 3
Year: 2011
Assessment standards, Van Hiele levels, and grade seven learners’ understandings of geometry

Author(s): Nosisi Feza | Paul Webb
Volume: 33
Issue: 2
Year: 2011
Developing teachers, developing as a teacher: A story about a story

Author(s): Kate Bennie
Volume: 33
Issue: 2
Year: 2011
Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction

Author(s): Deonarain Brijlall | Sarah Bansilal | Deborah Moore-Russo
Volume: 33
Issue: 2
Year: 2012
The role of technology in fostering creativity in the teaching and learning of mathematics

Author(s): Balarabe Yushau | Andile Mji | Dirk C. J. Wessels
Volume: 33
Issue: 2
Year: 2011
Maths concepts in teaching: Procedural and conceptual knowledge

Author(s): Caroline Long
Volume: 33
Issue: 2
Year: 2011
Mathematics education, democracy and development: A view of the landscape

Author(s): Renuka Vithal | Ole
Volume: 33
Issue: 2
Year: 2012
Mathematics education, democracy and development: Exploring connections

Author(s): Renuka Vithal
Volume: 33
Issue: 2
Year: 2012
Students’ foregrounds: Hope, despair, uncertainty

Author(s): Ole Skovsmose
Volume: 33
Issue: 2
Year: 2012
On the links between mathematics education and democracy: A literature review

Author(s): Mario Sánchez Aguilar | Juan Gabriel Molina Zavaleta
Volume: 33
Issue: 2
Year: 2012
Learning material in compliance with the Revised National Curriculum Statement: A dilemma

Author(s): Bertus van Etten | Kosie Smit
Volume: 33
Issue: 2
Year: 2011
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