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You searched for subject:(Mathematics Study AND teaching South Africa). Showing records 1 – 30 of 17740 total matches.

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Nelson Mandela Metropolitan University

1. Walton, Marguerite. Mathematical requirements for first-year BCOM students at NMMU.

Degree: Faculty of Science, 2009, Nelson Mandela Metropolitan University

 These studies have focused on identifying the mathematical requirements of first-year BCom students at Nelson Mandela Metropolitan University. The research methodology used in this quantitative… (more)

Subjects/Keywords: Business mathematics  – South Africa; Mathematics  – Study and teaching (Higher)  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walton, M. (2009). Mathematical requirements for first-year BCOM students at NMMU. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walton, Marguerite. “Mathematical requirements for first-year BCOM students at NMMU.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed October 18, 2019. http://hdl.handle.net/10948/886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walton, Marguerite. “Mathematical requirements for first-year BCOM students at NMMU.” 2009. Web. 18 Oct 2019.

Vancouver:

Walton M. Mathematical requirements for first-year BCOM students at NMMU. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10948/886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walton M. Mathematical requirements for first-year BCOM students at NMMU. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

2. Visser, Daniel Pieter. Kriteria vir die skryf van wiskundehandboeke.

Degree: 2014, University of Johannesburg

D.Ed. (Subject Didactics)

The lack of explicitly formulated criteria for the writing of a mathematics textbook, has the implication that the author of a mathematics(more)

Subjects/Keywords: Mathematics - South Africa - Textbooks; Mathematics - Study and teaching - South Africa

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APA (6th Edition):

Visser, D. P. (2014). Kriteria vir die skryf van wiskundehandboeke. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11995

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Visser, Daniel Pieter. “Kriteria vir die skryf van wiskundehandboeke.” 2014. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/11995.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Visser, Daniel Pieter. “Kriteria vir die skryf van wiskundehandboeke.” 2014. Web. 18 Oct 2019.

Vancouver:

Visser DP. Kriteria vir die skryf van wiskundehandboeke. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/11995.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Visser DP. Kriteria vir die skryf van wiskundehandboeke. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11995

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

3. Govender, Rajendran. Constructions and justifications of a generalization of Viviani's theorem.

Degree: PhD, Education, 2013, University of KwaZulu-Natal

 This qualitative study actively engaged a group of eight pre-service mathematics teachers (PMTs) in an evolutionary process of generalizing and justifying. It was conducted in… (more)

Subjects/Keywords: Education.; Mathematics – Study and teaching – South Africa.

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APA (6th Edition):

Govender, R. (2013). Constructions and justifications of a generalization of Viviani's theorem. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9299

Chicago Manual of Style (16th Edition):

Govender, Rajendran. “Constructions and justifications of a generalization of Viviani's theorem.” 2013. Doctoral Dissertation, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/9299.

MLA Handbook (7th Edition):

Govender, Rajendran. “Constructions and justifications of a generalization of Viviani's theorem.” 2013. Web. 18 Oct 2019.

Vancouver:

Govender R. Constructions and justifications of a generalization of Viviani's theorem. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/9299.

Council of Science Editors:

Govender R. Constructions and justifications of a generalization of Viviani's theorem. [Doctoral Dissertation]. University of KwaZulu-Natal; 2013. Available from: http://hdl.handle.net/10413/9299


University of KwaZulu-Natal

4. [No author]. Perceptions of the notion of mathematical literacy as a competence and as a subject.

Degree: Education, 2007, University of KwaZulu-Natal

 Given the controversy surrounding the theoretical concept of mathematical literacy within mathematics education community around the world and, in particular, its introduction as a new… (more)

Subjects/Keywords: Mathematics – Study and teaching – South Africa.; Education.

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APA (6th Edition):

author], [. (2007). Perceptions of the notion of mathematical literacy as a competence and as a subject. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Perceptions of the notion of mathematical literacy as a competence and as a subject. ” 2007. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Perceptions of the notion of mathematical literacy as a competence and as a subject. ” 2007. Web. 18 Oct 2019.

Vancouver:

author] [. Perceptions of the notion of mathematical literacy as a competence and as a subject. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Perceptions of the notion of mathematical literacy as a competence and as a subject. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

5. Mkhize, Duduzile Rosemary. The impact of mathematics interventions in high schools : a mixed method inquiry.

Degree: 2014, University of Johannesburg

D.Ed. (Curriculum Studies)

This study investigated the impact of mathematics interventions on learner participation and performance in mathematics within Gauteng 47 high schools in the… (more)

Subjects/Keywords: Mathematics - Study and teaching (Secondary) - South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mkhize, D. R. (2014). The impact of mathematics interventions in high schools : a mixed method inquiry. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11931

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mkhize, Duduzile Rosemary. “The impact of mathematics interventions in high schools : a mixed method inquiry.” 2014. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/11931.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mkhize, Duduzile Rosemary. “The impact of mathematics interventions in high schools : a mixed method inquiry.” 2014. Web. 18 Oct 2019.

Vancouver:

Mkhize DR. The impact of mathematics interventions in high schools : a mixed method inquiry. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/11931.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mkhize DR. The impact of mathematics interventions in high schools : a mixed method inquiry. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11931

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

6. Lee, Amanda Jane. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.

Degree: Faculty of Education, Education, 2014, Rhodes University

 This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Mathematics teachers  – Training of  – South Africa; Mathematics  – Study and teaching (Elementary)  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lee, A. J. (2014). A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1015664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Amanda Jane. “A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.” 2014. Thesis, Rhodes University. Accessed October 18, 2019. http://hdl.handle.net/10962/d1015664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Amanda Jane. “A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.” 2014. Web. 18 Oct 2019.

Vancouver:

Lee AJ. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. [Internet] [Thesis]. Rhodes University; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10962/d1015664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee AJ. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. [Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1015664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

7. Fourie, Martha Johanna. Wiskunde-onderrig in 'n multikulturele klas.

Degree: 2012, University of Johannesburg

M.Ed.

The importance of a multicultural curriculum for communities with a multiracial, ethnic and diverse constititution cannot be overemphasised in a modern approach to education.… (more)

Subjects/Keywords: Mathematics - Study and teaching - South Africa.; Multicultural education - South Africa - Evaluation.; Multicultural education - South Africa - Curricula.; Mathematics - Study and teaching- Evaluation.

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APA (6th Edition):

Fourie, M. J. (2012). Wiskunde-onderrig in 'n multikulturele klas. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5550

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fourie, Martha Johanna. “Wiskunde-onderrig in 'n multikulturele klas.” 2012. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/5550.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fourie, Martha Johanna. “Wiskunde-onderrig in 'n multikulturele klas.” 2012. Web. 18 Oct 2019.

Vancouver:

Fourie MJ. Wiskunde-onderrig in 'n multikulturele klas. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/5550.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fourie MJ. Wiskunde-onderrig in 'n multikulturele klas. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5550

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

8. Roos, Jannette Elsie. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys.

Degree: 2012, University of Johannesburg

M.Ed.

This study investigates junior primary teachers' conception of problem-centred Mathematics teaching with the view to describe and also explain their conception. The rationale for… (more)

Subjects/Keywords: Mathematics teachers - South Africa.; Mathematics - Problems, exercises, etc.; Mathematics - Study and teaching (Primary) - South Africa.

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APA (6th Edition):

Roos, J. E. (2012). Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Roos, Jannette Elsie. “Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys.” 2012. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/7356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Roos, Jannette Elsie. “Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys.” 2012. Web. 18 Oct 2019.

Vancouver:

Roos JE. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/7356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roos JE. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

9. [No author]. Exploring foundation phase teachers' use of instructional strategies to teach data handling.

Degree: 2016, University of KwaZulu-Natal

 Statistics plays a more prominent role within mathematics curricula globally it did a few years ago. Data handling is one of the sections in mathematics(more)

Subjects/Keywords: Mathematics  – Curricula.; Preschool teaching  – South Africa.; Mathematics  – Study and teaching  – South Africa.; Effective teaching  – South Africa.; Education.; Data handling.

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APA (6th Edition):

author], [. (2016). Exploring foundation phase teachers' use of instructional strategies to teach data handling. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13934

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Exploring foundation phase teachers' use of instructional strategies to teach data handling. ” 2016. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/13934.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Exploring foundation phase teachers' use of instructional strategies to teach data handling. ” 2016. Web. 18 Oct 2019.

Vancouver:

author] [. Exploring foundation phase teachers' use of instructional strategies to teach data handling. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/13934.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Exploring foundation phase teachers' use of instructional strategies to teach data handling. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13934

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

10. Keth, Beverley Dawn. An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa.

Degree: Faculty of Education, Education, 2012, Rhodes University

 The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes… (more)

Subjects/Keywords: Mathematics teachers  – Training of  – South Africa; Mathematics  – Study and teaching  – South Africa; Curriculum planning  – South Africa; Education, Primary  – Curricula  – South Africa

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APA (6th Edition):

Keth, B. D. (2012). An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003487

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keth, Beverley Dawn. “An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa.” 2012. Thesis, Rhodes University. Accessed October 18, 2019. http://hdl.handle.net/10962/d1003487.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keth, Beverley Dawn. “An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa.” 2012. Web. 18 Oct 2019.

Vancouver:

Keth BD. An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa. [Internet] [Thesis]. Rhodes University; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10962/d1003487.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keth BD. An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1003487

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

11. Austin, Pamela Winifred. A value-based approach to promoting excellence in mathematics education.

Degree: DPhil, Faculty of Education, 2010, Nelson Mandela Metropolitan University

 This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Inquiry-based learning  – South Africa; Active learning  – South Africa; Effective teaching  – South Africa; Self-efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Austin, P. W. (2010). A value-based approach to promoting excellence in mathematics education. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1656

Chicago Manual of Style (16th Edition):

Austin, Pamela Winifred. “A value-based approach to promoting excellence in mathematics education.” 2010. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed October 18, 2019. http://hdl.handle.net/10948/1656.

MLA Handbook (7th Edition):

Austin, Pamela Winifred. “A value-based approach to promoting excellence in mathematics education.” 2010. Web. 18 Oct 2019.

Vancouver:

Austin PW. A value-based approach to promoting excellence in mathematics education. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10948/1656.

Council of Science Editors:

Austin PW. A value-based approach to promoting excellence in mathematics education. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1656


University of Johannesburg

12. Marina Elizabeth Myburgh. Begeleiding van leerlinge met wiskunde-probleme.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics)

Mathematics opens doorways for further studies and careers in the technological and information age. Many students experience problems coping with Mathematics in… (more)

Subjects/Keywords: Mathematics - Remedial teaching; Mathematics - Study and teaching (Secondary); Mathematics - Remedial teaching - South Africa - Transvaal

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APA (6th Edition):

Myburgh, M. E. (2014). Begeleiding van leerlinge met wiskunde-probleme. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Myburgh, Marina Elizabeth. “Begeleiding van leerlinge met wiskunde-probleme.” 2014. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/11933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Myburgh, Marina Elizabeth. “Begeleiding van leerlinge met wiskunde-probleme.” 2014. Web. 18 Oct 2019.

Vancouver:

Myburgh ME. Begeleiding van leerlinge met wiskunde-probleme. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/11933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Myburgh ME. Begeleiding van leerlinge met wiskunde-probleme. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

13. De Villiers, Lidamari. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.

Degree: PhD, Curriculum Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : Mathematics contributes significantly towards engineering education, denoting the prominance of possessing mathematical competence. Motivation for the study originated from observing students’ modest… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher)  – South Africa; Engineering technicians  – Competencies  – South Africa; Mathematics  – Study and teaching  – Research; Mathematical models; Engineering mathematics  – Curricula  – South Africa; Mathematics  – Study and teaching  – Research; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

De Villiers, L. (2018). The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104864

Chicago Manual of Style (16th Edition):

De Villiers, Lidamari. “The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed October 18, 2019. http://hdl.handle.net/10019.1/104864.

MLA Handbook (7th Edition):

De Villiers, Lidamari. “The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.” 2018. Web. 18 Oct 2019.

Vancouver:

De Villiers L. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10019.1/104864.

Council of Science Editors:

De Villiers L. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104864


University of Johannesburg

14. Rampa, Seake Harry. Teaching of mathematics in Soshanguve schools : a situation analysis.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics)

Research shows that "the aims of secondary school's teaching of mathematics are often not realized with many pupils leaving the school with… (more)

Subjects/Keywords: Mathematics - Study and teaching - South Africa - Soshanguve; Mathematics - Study and teaching - Evaluation; Mathematics teachers - Training of - South Africa; Blacks - Education - Evaluation

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APA (6th Edition):

Rampa, S. H. (2014). Teaching of mathematics in Soshanguve schools : a situation analysis. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11688

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rampa, Seake Harry. “Teaching of mathematics in Soshanguve schools : a situation analysis.” 2014. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/11688.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rampa, Seake Harry. “Teaching of mathematics in Soshanguve schools : a situation analysis.” 2014. Web. 18 Oct 2019.

Vancouver:

Rampa SH. Teaching of mathematics in Soshanguve schools : a situation analysis. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/11688.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rampa SH. Teaching of mathematics in Soshanguve schools : a situation analysis. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11688

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

15. Fair, Andrew George. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.

Degree: MEd, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Science  – Study and teaching  – South Africa; Career development  – South Africa; Mathematics teachers  – Training of  – South Africa; Science teachers  – Training of  – South Africa; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fair, A. G. (2015). An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fair, Andrew George. “An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.” 2015. Thesis, Stellenbosch University. Accessed October 18, 2019. http://hdl.handle.net/10019.1/97135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fair, Andrew George. “An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.” 2015. Web. 18 Oct 2019.

Vancouver:

Fair AG. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10019.1/97135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fair AG. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

16. [No author]. 'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal.

Degree: 2007, University of KwaZulu-Natal

 This study had two components: 1) Investigating the conceptual understanding of teachers teaching elementary mathematics at primary schools in the province of KwaZulu-Natal, who had… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary) – South Africa.; Mathematical ability.; Mathematics teachers – Training of – South Africa.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2007). 'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal. ” 2007. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal. ” 2007. Web. 18 Oct 2019.

Vancouver:

author] [. 'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. 'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

17. [No author]. Towards successful mathematical literacy learning - a study of preservice teacher education module.

Degree: Education, 2007, University of KwaZulu-Natal

 The purpose of this study was to extend our knowledge about mathematical literacy learning with the focus on a foundational preservice teacher education module required… (more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary) – South Africa.; Mathematics teachers – Training of – South Africa.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2007). Towards successful mathematical literacy learning - a study of preservice teacher education module. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Towards successful mathematical literacy learning - a study of preservice teacher education module. ” 2007. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Towards successful mathematical literacy learning - a study of preservice teacher education module. ” 2007. Web. 18 Oct 2019.

Vancouver:

author] [. Towards successful mathematical literacy learning - a study of preservice teacher education module. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Towards successful mathematical literacy learning - a study of preservice teacher education module. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

18. Stewart, Joyce. Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs.

Degree: MEd, Faculty of Education, 2009, Nelson Mandela Metropolitan University

 This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Mathematics teachers  – Training of  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stewart, J. (2009). Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1100

Chicago Manual of Style (16th Edition):

Stewart, Joyce. “Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs.” 2009. Masters Thesis, Nelson Mandela Metropolitan University. Accessed October 18, 2019. http://hdl.handle.net/10948/1100.

MLA Handbook (7th Edition):

Stewart, Joyce. “Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs.” 2009. Web. 18 Oct 2019.

Vancouver:

Stewart J. Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10948/1100.

Council of Science Editors:

Stewart J. Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs. [Masters Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/1100


University of Johannesburg

19. Mamba, Andile. Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa.

Degree: 2013, University of Johannesburg

M.Ed. (Mathematics in Education)

In spite of the efforts of the South African government, the Gauteng Department of Education and many business and private funders… (more)

Subjects/Keywords: Mathematics - Study and teaching (Secondary) - South Africa; Mathematics - Examinations - South Africa; Educational tests and measurements

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mamba, A. (2013). Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mamba, Andile. “Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa.” 2013. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/8552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mamba, Andile. “Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa.” 2013. Web. 18 Oct 2019.

Vancouver:

Mamba A. Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/8552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mamba A. Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

20. [No author]. Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu.

Degree: 2016, University of KwaZulu-Natal

 This study is an exploration of experiences of grade nine mathematics learners in learning mathematics at a secondary school in Umzimkhulu. This case study has… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – South Africa  – UMzimkhulu.; Mathematics  – Curricula  – South Africa  – UMzimkhulu.; Mathematics  – South Africa  – UMzimkhulu  – Students.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2016). Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu. ” 2016. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/13862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu. ” 2016. Web. 18 Oct 2019.

Vancouver:

author] [. Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/13862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

21. Willers, Hendrik Stephanus. Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa.

Degree: MEd, Curriculum Studies, 2019, Stellenbosch University

 ENGLISH ABSTRACT : The South African National Curriculum Statement (NCS) for Mathematics calls for teaching that facilitates and promotes problem-solving as a routine activity and… (more)

Subjects/Keywords: Problem solving  – Beliefs; Mathematics  – Study and teaching (Secondary)  – South Africa; Mathematics teachers  – South Africa; Problem solving  – Study and teaching (Secondary); Private schools  – South Africa; Mathematics  – Study and teaching  – Beliefs; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Willers, H. S. (2019). Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105840

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Willers, Hendrik Stephanus. “Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa.” 2019. Thesis, Stellenbosch University. Accessed October 18, 2019. http://hdl.handle.net/10019.1/105840.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Willers, Hendrik Stephanus. “Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa.” 2019. Web. 18 Oct 2019.

Vancouver:

Willers HS. Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10019.1/105840.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Willers HS. Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105840

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

22. Du Plessis, Hester. Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics.

Degree: Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: In today’s hi-tech global economy the fields of science, technology and engineering are becoming increasingly and undeniably central to economic growth and competitiveness,… (more)

Subjects/Keywords: Advanced Programme Mathematics; Mathematics  – Study and teaching  – South Africa; UCTD

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APA (6th Edition):

Du Plessis, H. (2015). Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Du Plessis, Hester. “Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics.” 2015. Thesis, Stellenbosch University. Accessed October 18, 2019. http://hdl.handle.net/10019.1/97080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Du Plessis, Hester. “Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics.” 2015. Web. 18 Oct 2019.

Vancouver:

Du Plessis H. Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10019.1/97080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Du Plessis H. Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

23. Hlam, Thandiwe Lillian. A teacher collective as a professional development approach to promote foundation phase mathematics teaching.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – South Africa; Teachers  – Development  – South Africa; Teachers  – Education (Primary)  – South Africa; Early childhood education  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hlam, T. L. (2017). A teacher collective as a professional development approach to promote foundation phase mathematics teaching. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/15071

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hlam, Thandiwe Lillian. “A teacher collective as a professional development approach to promote foundation phase mathematics teaching.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed October 18, 2019. http://hdl.handle.net/10948/15071.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hlam, Thandiwe Lillian. “A teacher collective as a professional development approach to promote foundation phase mathematics teaching.” 2017. Web. 18 Oct 2019.

Vancouver:

Hlam TL. A teacher collective as a professional development approach to promote foundation phase mathematics teaching. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10948/15071.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hlam TL. A teacher collective as a professional development approach to promote foundation phase mathematics teaching. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/15071

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

24. Mathe, Mduduzi Maphindikazi. Problems encountered by black pupils in mathematics.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

Mathematics is felt to be one of the most important subjects in the school curriculum by educators, parents and society at large.… (more)

Subjects/Keywords: Mathematics - Study and teaching; Blacks - Education (Secondary) - South Africa - Soweto - Evaluation; Mathematics - Study and teaching (Secondary) - South Africa - Soweto - Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mathe, M. M. (2014). Problems encountered by black pupils in mathematics. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9333

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mathe, Mduduzi Maphindikazi. “Problems encountered by black pupils in mathematics.” 2014. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/9333.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mathe, Mduduzi Maphindikazi. “Problems encountered by black pupils in mathematics.” 2014. Web. 18 Oct 2019.

Vancouver:

Mathe MM. Problems encountered by black pupils in mathematics. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/9333.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mathe MM. Problems encountered by black pupils in mathematics. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9333

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

25. Webb, Marie Lynette. Searching for common ground: developing mathematical reasoning through dialogue.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 In the majority of the schools in the Eastern Cape, South Africa, teaching and learning takes place in the second language, English, of both teachers… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Mathematics teachers  – Training of  – South Africa; English language  – Usage  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Webb, M. L. (2010). Searching for common ground: developing mathematical reasoning through dialogue. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1132

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Webb, Marie Lynette. “Searching for common ground: developing mathematical reasoning through dialogue.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed October 18, 2019. http://hdl.handle.net/10948/1132.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Webb, Marie Lynette. “Searching for common ground: developing mathematical reasoning through dialogue.” 2010. Web. 18 Oct 2019.

Vancouver:

Webb ML. Searching for common ground: developing mathematical reasoning through dialogue. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10948/1132.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Webb ML. Searching for common ground: developing mathematical reasoning through dialogue. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1132

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

26. Mofu, Zanele Abegail. An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 This thesis describes an intervention using the Mathematics Recovery programme in a South African context with a small sample of Grade 4 learners. The study(more)

Subjects/Keywords: Multiplication  – Study and teaching (Elementary)  – South Africa  – Case studies; Mathematics  – Study and teaching (Elementary)  – South Africa  – Case studies; Learning  – Research  – South Africa; Mathematics  – Study and teaching  – Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mofu, Z. A. (2014). An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013333

Chicago Manual of Style (16th Edition):

Mofu, Zanele Abegail. “An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach.” 2014. Masters Thesis, Rhodes University. Accessed October 18, 2019. http://hdl.handle.net/10962/d1013333.

MLA Handbook (7th Edition):

Mofu, Zanele Abegail. “An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach.” 2014. Web. 18 Oct 2019.

Vancouver:

Mofu ZA. An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10962/d1013333.

Council of Science Editors:

Mofu ZA. An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013333


University of Johannesburg

27. Fick, Jakobus Johannes. Oorgangsprobleme van swart leerlinge van die primêre na die sekondêre skool met spesiale verwysing na wiskunde.

Degree: 2014, University of Johannesburg

M.Ed.

This study focuses on problems of adjustment which black pupils in Soweto (may) experience in the transition from primary to secondary school as far… (more)

Subjects/Keywords: Children, Black - South Africa - Soweto - Psychology; Adjustment (Psychology) in children - South Africa - Soweto; Mathematics - Study and teaching (Primary) - South Africa - Soweto; Mathematics - Study and teaching (Secondary) - South Africa - Soweto

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APA (6th Edition):

Fick, J. J. (2014). Oorgangsprobleme van swart leerlinge van die primêre na die sekondêre skool met spesiale verwysing na wiskunde. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9460

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fick, Jakobus Johannes. “Oorgangsprobleme van swart leerlinge van die primêre na die sekondêre skool met spesiale verwysing na wiskunde.” 2014. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/9460.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fick, Jakobus Johannes. “Oorgangsprobleme van swart leerlinge van die primêre na die sekondêre skool met spesiale verwysing na wiskunde.” 2014. Web. 18 Oct 2019.

Vancouver:

Fick JJ. Oorgangsprobleme van swart leerlinge van die primêre na die sekondêre skool met spesiale verwysing na wiskunde. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/9460.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fick JJ. Oorgangsprobleme van swart leerlinge van die primêre na die sekondêre skool met spesiale verwysing na wiskunde. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9460

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

28. Nkotoe, Tidimalo Catherine. Prejudice reduction in multicultural mathematics education.

Degree: 2012, University of Johannesburg

M.Ed.

Prejudice reduction is regarded as a deliberate and systematic process which aims at reorienting the values, attitudes, actions and behaviour of individuals or groups… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – Research  – South Africa; Multicultural education  – South Africa  – Case studies

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APA (6th Edition):

Nkotoe, T. C. (2012). Prejudice reduction in multicultural mathematics education. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nkotoe, Tidimalo Catherine. “Prejudice reduction in multicultural mathematics education.” 2012. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/7255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nkotoe, Tidimalo Catherine. “Prejudice reduction in multicultural mathematics education.” 2012. Web. 18 Oct 2019.

Vancouver:

Nkotoe TC. Prejudice reduction in multicultural mathematics education. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/7255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nkotoe TC. Prejudice reduction in multicultural mathematics education. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

29. Els, Christoffel Johannes. Leerprobleme van wiskunde-leerlinge in kindersorgskole.

Degree: 2015, University of Johannesburg

M.Ed. (Didactics Mathematics)

Mathematical literacy is essential for functioning effectively in a technological society. Many occupations which may appeal to young people require mathematical ability as a prerequisite. By establishing factors which contribute to a pupil's difficulties within a subject, teachers are better able to assist these pupils ...

Subjects/Keywords: Mathematics - Study and teaching - Research - South Africa; Child care services - South Africa; Mathematical ability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Els, C. J. (2015). Leerprobleme van wiskunde-leerlinge in kindersorgskole. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Els, Christoffel Johannes. “Leerprobleme van wiskunde-leerlinge in kindersorgskole.” 2015. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/14847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Els, Christoffel Johannes. “Leerprobleme van wiskunde-leerlinge in kindersorgskole.” 2015. Web. 18 Oct 2019.

Vancouver:

Els CJ. Leerprobleme van wiskunde-leerlinge in kindersorgskole. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/14847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Els CJ. Leerprobleme van wiskunde-leerlinge in kindersorgskole. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

30. Mkhwane, Fezeka Felicia. An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study.

Degree: Faculty of Education, Education, 2018, Rhodes University

 The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate.… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – South Africa; Teachers  – Training of  – South Africa; Manipulatives (Education); Effective teaching; Shapes  – Study and teaching (Secondary)  – South Africa; Problem solving  – Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mkhwane, F. F. (2018). An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/61646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mkhwane, Fezeka Felicia. “An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study.” 2018. Thesis, Rhodes University. Accessed October 18, 2019. http://hdl.handle.net/10962/61646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mkhwane, Fezeka Felicia. “An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study.” 2018. Web. 18 Oct 2019.

Vancouver:

Mkhwane FF. An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study. [Internet] [Thesis]. Rhodes University; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10962/61646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mkhwane FF. An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study. [Thesis]. Rhodes University; 2018. Available from: http://hdl.handle.net/10962/61646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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