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OALib Journal期刊
ISSN: 2333-9721
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Pythagoras
ISSN Print: 1012-2346
ISSN Online:
主页:
http://www.pythagoras.org.za
分享:
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Albanian students’ motives for preferring certain real-life situations for learning mathematics
Suela Kacerja
The experience of cross-cultural peer teaching for a group of mathematics learners
Tracey D Fox
,
Natasha B Vos
,
Johanna L Geldenhuys
Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?
Belinda Huntley
,
Johann Engelbrecht
,
Ansie Harding
South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme
Vimolan Mudaly
,
Deborah Moore-Russo
The role of technology in fostering creativity in the teaching and learning of mathematics
Balarabe Yushau
,
Andile Mji
,
Dirk C. J. Wessels
Critiquing the mathematical literacy assessment taxonomy: Where is the reasoning and the problem solving?
Hamsa Venkat
,
Mellony Graven
,
Erna Lampen
,
Patricia Nalube
Investigating a scaffold to code‐switching as strategy in multilingual classrooms
Hannatjie Vorster
Developing Mathematical Literacy through project work: A teacher/teaching perspective
Renuka Vithal
Does Curriculum 2005 promote successful learning of elementary algebra?
Nelis Vermeulen
Relationships between mathematics and literacy: Exploring some underlying factors
Carol Bohlmann
,
Elizabeth Pretorius
Pythagoras
goes Open Access at www.pythagoras.org.za
Alwyn Olivier
Policies for enhancing success or failure? A glimpse into the language policy dilemma of one bilingual African state
Clement Dlamini
Are OBE‐trained learners ready for university mathematics?
Johann Engelbrecht
,
Ansie Harding
,
Patrick Phiri
Pythagoras is going places …
Alwyn Olivier
Acknowledgment to reviewers
Editorial Office
Visual technology for the autonomous learning of mathematics
Helmut Linneweber‐Lammerskitten
,
Marc Sch?fer
,
Duncan Samson
Re‐sourcing mathematics teaching through professional development
Helena Miranda
,
Jill Adler
Mathematical Literacy: A new literacy or a new mathematics?
Renuka Vithal
,
Alan J. Bishop
Mathematical Literacy – mathematics and/or literacy: What is being sought?
Hamsa Venkat
Eastern Cape teachers’ beliefs of the nature of mathematics: Implications for the introduction of in-service mathematical literacy programmes for teachers
Lyn Webb
,
Paul Webb
Depictions of females and males in Mozambican and Victorian (Australia) primary mathematics textbooks
Adelino Evaristo Murimo
,
Helen Forgasz
Teaching mathematics in the context of curriculum change
Nico Molefe
,
Karin Brodie
Dynamic geometry: An agent for the reunification of algebra and geometry
Meira Hockman
Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators
Chris Breen
An instrumental approach to modelling the derivative in Sketchpad
Mdutshekelwa Ndlovu
,
Dirk Wessels
,
Michael de Villiers
Limits of functions – how do students handle them?
Kristina Juter
Mother tongue policies and mathematical terminology in the teaching of mathematics
Mercy Kazima
Focus on the statistical education of prospective engineers in South Africa
Temesgen Zewotir
,
Delia North
Taxonomy matters: Cognitive levels and types of mathematical activities in mathematics examinations
Margot Berger
,
Lynn Bowie
,
Lovemore J. Nyaumwe
A generalisation of the Spieker circle and Nagel line
Michael de Villiers
Contextual factors of the mathematics learning environment of grade 6 learners in South Africa
G. S. Kotze
,
J. P. Strauss
Musings on multiplication tables and associated mathematics and teaching practices
Faaiz Gierdien
Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts
Hamsa Venkatakrishnan
,
Mellony Graven
A dynamic approach to quadrilateral definitions
Rajendran Govender
,
Michael de Villiers
A case study of the development of in-service teachers’ concept images of the derivative
Botshiwe Likwambe
,
Iben M. Christiansen
Thank you ... from the editor
Marc Sch?fer
Making mathematical meaning: From preconcepts to pseudoconcepts to concepts
Margot Berger
Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom
Mamokgethi Setati
,
Terence Molefe
,
Mampho Langa
The role of visualisation in data handling in Grade 9 within a problem-centred context
Antonia Makina
,
Dirk Wessels
Reflections on the role of a research task for teacher education in data handling in a Mathematical Literacy education course
Vera Frith
,
Robert Prince
The development of the common fraction concept in Grade Three learners
Claire Fraser
,
Hanlie Murray
,
Brenda Hayward
,
Pat Erwin
A generalisation of the nine-point circle and Euler line
Michael de Villiers
Using a task analysis approach within a guided problem-solving model to design mathematical learning activities
Aneshkumar Maharaj
An investigation into the mathematics performance of Grade 6 learners in South Africa
Gary S. Kotzé
,
Japie. P. Strauss
A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics
Pragashni Padayachee
,
Hennie Boshoff
,
Werner Olivier
,
Ansie Harding
Ten years of democracy: Translating policy into practice in mathematics and science education
Kgabo Masehela
Mathematics teacher retention and the role of Identity: Sam’s story
Mellony Graven
Learning material in compliance with the Revised National Curriculum Statement: A dilemma
Bertus van Etten
,
Kosie Smit
Generalizing the Nagel line to circumscribed polygons by analogy and constructive defining
Michael de Villiers
From whole number to real number: Applying Rasch measurement to investigate threshold concepts
Caroline Long
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