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Pythagoras

ISSN Print: 1012-2346

ISSN Online:

主页: http://www.pythagoras.org.za

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Examining mathematical discourse to understand in-service teachers’ mathematical activities

Margot Berger

Teachers’ reasoning in a repeated sampling context

Helena Wessels,Hercules Nieuwoudt

Mathematics education, democracy and development: Exploring connections

Renuka Vithal

The nature and quality of the mathematical connections teachers make

Michael K. Mhlolo,Hamsa Venkat,Marc Sch？fer

An illustration of the explanatory and discovery functions of proof

Michael de Villiers

Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds

Nyna Amin

Mathematics teachers’ reflective practice within the context of adapted lesson study

Barbara Posthuma

Using conversions and treatments to understand students’ engagement with problems based on the normal distribution curve

Sarah Bansilal

Students’ foregrounds: Hope, despair, uncertainty

Ole Skovsmose

Refusal as a democratic catalyst for mathematics education development

Dalene Swanson,Peter Appelbaum

Pictorial pattern generalisation: Tension between local and global visualisation

Duncan Samson

Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Wajeeh Daher

Mathematics education, democracy and development: A view of the landscape

Renuka Vithal,Ole

Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction

Deonarain Brijlall,Sarah Bansilal,Deborah Moore-Russo

Pre-service teachers’ views about their mathematics teacher education modules

Faaiz Gierdien

Exploring mathematical discussion in word problem-solving

Percy Sepeng,Paul Webb

Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice

Erica D. Spangenberg

Mathematics education and the dignity of being

Paola Valero,Gloria García,Francisco Camelo,Gabriel Mancera

Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks

Mdutshekelwa Ndlovu,Andile Mji

On the links between mathematics education and democracy: A literature review

Mario Sánchez Aguilar,Juan Gabriel Molina Zavaleta

Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory

Tim Dunne,Caroline Long,Tracy Craig,Elsie Venter

Towards empowering learners in a democratic mathematics classroom: To what extent are teachers’ listening orientations conducive to and respectful of learners’ thinking?

Michael K. Mhlolo,Marc Sch？fer

Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner

Herbert B. Khuzwayo,Sarah Bansilal

Coherence and connections in teachers’ mathematical discourses in instruction

Hamsa Venkat,Jill Adler

Teacher reflection: The use of visual tools in mathematics classrooms

Jayaluxmi Naidoo

Designing mathematical-technological activities for teachers using the Technology Acceptance Model

Gerrit Stols

Introducing discussion into multilingual mathematics classrooms: An issue of code switching?

Lyn Webb,Paul Webb

Equipartitioning and balancing points of polygons

Shunmugam Pillay,Poobhalan Pillay

Developing teachers, developing as a teacher: A story about a story

Kate Bennie

Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs

Andreas J. Stylianides

Integrating mathematics and other learning areas: Emerging tensions from a study Involving four classroom teachers

Willy Mwakapenda,Joseph Dhlamini

Description and impact of a distance mathematics course for Grade 10 to 12 teachers

Gerrit Stols,Alwyn Olivier,Diane Grayson

Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?

Belinda Huntley,Johann Engelbrecht,Ansie Harding

Learning mathematics for personal understanding and productions: A viewpoint

David Mtetwa,Lazarus Mudehwe,Sheunesu Munyira

Teaching geometry in schools: An investigative rather than instructive process

Rasheed Sanni

The interplay of language and mathematics

Dorit Patkin

A snapshot in time: Beliefs and practices of a pre-service mathematics teacher through the lens of changing contexts and situations

Lyn Webb,Paul Webb

Albanian students’ motives for preferring certain real-life situations for learning mathematics

Suela Kacerja

An analysis of the influence of question design on learners’ approaches to number pattern generalisation tasks

Duncan Samson,Marc Sch？fer

A site-based model for professional development in mathematics at the elementary school level

Denise S. Mewborn,Patricia D. Huberty

Understanding student understanding in mathematics

Willy Mwakapenda

Pythagoras goes Open Access at www.pythagoras.org.za

Alwyn Olivier

Acknowledgement to reviewers

Editorial Office

Counting on Frank: Using bibliotherapy in mathematics teaching to prevent de-geniusing

Joseph M. Furner,Cheryl Kenney

World view theory and the conceptualisation of space in mathematics education

Marc Sch？fer

Assessment standards, Van Hiele levels, and grade seven learners’ understandings of geometry

Nosisi Feza,Paul Webb

Mathematical Literacy as a school subject: Failing the progressive vision?

Iben Maj Christiansen

Beyond teaching language: Towards terminological primacy in learners’ geometric conceptualisation

Humphrey U. Atebe,Marc Sch？fer

Dialogue in mathematics classrooms: Beyond question-and- answer methods

Karin Brodie

Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

Mercy Kazima,Jill Adler

©2008-2017 OALib, Inc | Public user content licensed CC-BY 4.0 unless otherwise specified. OALib ISSN Online: 2333-9721 OALib ISSN Print: 2333-9705