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University: University of Johannesburg

You searched for subject:(Mathematics Study AND teaching Elementary ). Showing records 1 – 30 of 604 total matches.

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University of Johannesburg

1. Van der Walt, Mara Anetta. Instructional strategies that should enhance the effective learning of common fractions in the primary school.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics in Education)

Primary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary)

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

APA (6th Edition):

Van der Walt, M. A. (2014). Instructional strategies that should enhance the effective learning of common fractions in the primary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11526

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):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/11526.

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

MLA Handbook (7th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 21 Oct 2019.

Vancouver:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/11526.

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

Council of Science Editors:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11526

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


University of Johannesburg

2. Mdaka, Basani Rose. Learners' errors and misconceptions associated with common fractions.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics Education)

This research aimed to explore errors associated with the concept of fractions displayed by Grade 5 learners. This aim specifically relates to… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary); Mathematical ability in children - South Africa; Competency-based education

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

APA (6th Edition):

Mdaka, B. R. (2014). Learners' errors and misconceptions associated with common fractions. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8995

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):

Mdaka, Basani Rose. “Learners' errors and misconceptions associated with common fractions.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/8995.

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

MLA Handbook (7th Edition):

Mdaka, Basani Rose. “Learners' errors and misconceptions associated with common fractions.” 2014. Web. 21 Oct 2019.

Vancouver:

Mdaka BR. Learners' errors and misconceptions associated with common fractions. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/8995.

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

Council of Science Editors:

Mdaka BR. Learners' errors and misconceptions associated with common fractions. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8995

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


University of Johannesburg

3. Kotzee, Ronel. Die houding van onderwysstudente teenoor wiskunde as faktor by die ontwerp van 'n vakdidaktiekkurrikulum.

Degree: 2014, University of Johannesburg

M.Ed.

Students who are being trained as teachers for the primary school must undergo subject-didactical training in mathematics. The attitude of these students towards mathematics(more)

Subjects/Keywords: College students - Attitudes; Mathematics teachers - Training of - South Africa; Mathematics - Study and teaching (Elementary) - South Africa

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APA (6th Edition):

Kotzee, R. (2014). Die houding van onderwysstudente teenoor wiskunde as faktor by die ontwerp van 'n vakdidaktiekkurrikulum. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9296

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):

Kotzee, Ronel. “Die houding van onderwysstudente teenoor wiskunde as faktor by die ontwerp van 'n vakdidaktiekkurrikulum.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/9296.

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

MLA Handbook (7th Edition):

Kotzee, Ronel. “Die houding van onderwysstudente teenoor wiskunde as faktor by die ontwerp van 'n vakdidaktiekkurrikulum.” 2014. Web. 21 Oct 2019.

Vancouver:

Kotzee R. Die houding van onderwysstudente teenoor wiskunde as faktor by die ontwerp van 'n vakdidaktiekkurrikulum. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/9296.

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

Council of Science Editors:

Kotzee R. Die houding van onderwysstudente teenoor wiskunde as faktor by die ontwerp van 'n vakdidaktiekkurrikulum. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9296

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


University of Johannesburg

4. Coertzen, A.B. Riglyne vir sinvolle wiskunde-onderrig.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics)

Mathematics is the gate and key of the sciences .•• Neglect ·of Mathematics works injury to all knowledge, since he who is ignorant… (more)

Subjects/Keywords: Mathematics - Study and teaching

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APA (6th Edition):

Coertzen, A. B. (2014). Riglyne vir sinvolle wiskunde-onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9254

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):

Coertzen, A B. “Riglyne vir sinvolle wiskunde-onderrig.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/9254.

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

MLA Handbook (7th Edition):

Coertzen, A B. “Riglyne vir sinvolle wiskunde-onderrig.” 2014. Web. 21 Oct 2019.

Vancouver:

Coertzen AB. Riglyne vir sinvolle wiskunde-onderrig. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/9254.

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

Council of Science Editors:

Coertzen AB. Riglyne vir sinvolle wiskunde-onderrig. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9254

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


University of Johannesburg

5. Reddy, Inbavathee. Mathematics and its application in the physical world.

Degree: 2009, University of Johannesburg

M.Ed.

The method used in the classroom is thought to have an effect on the learners learning the purpose/use of mathematics in their environment. Many… (more)

Subjects/Keywords: mathematics teachers; mathematics study and teaching

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APA (6th Edition):

Reddy, I. (2009). Mathematics and its application in the physical world. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2010

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):

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/2010.

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

MLA Handbook (7th Edition):

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Web. 21 Oct 2019.

Vancouver:

Reddy I. Mathematics and its application in the physical world. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/2010.

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

Council of Science Editors:

Reddy I. Mathematics and its application in the physical world. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2010

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


University of Johannesburg

6. 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 21, 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. 21 Oct 2019.

Vancouver:

Myburgh ME. Begeleiding van leerlinge met wiskunde-probleme. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. 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


University of Johannesburg

7. Jansen van Rensburg, Pieter Johannes. Probleemoplossing in wiskunde in die primêre skool.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

Problem solving is potentially one of the most valuable skills that can be acquired in the primary school. In spite of it's… (more)

Subjects/Keywords: Mathematics - Study and teaching (Primary); Problem solving - Study and teaching

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APA (6th Edition):

Jansen van Rensburg, P. J. (2014). Probleemoplossing in wiskunde in die primêre skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12086

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):

Jansen van Rensburg, Pieter Johannes. “Probleemoplossing in wiskunde in die primêre skool.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/12086.

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

MLA Handbook (7th Edition):

Jansen van Rensburg, Pieter Johannes. “Probleemoplossing in wiskunde in die primêre skool.” 2014. Web. 21 Oct 2019.

Vancouver:

Jansen van Rensburg PJ. Probleemoplossing in wiskunde in die primêre skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/12086.

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

Council of Science Editors:

Jansen van Rensburg PJ. Probleemoplossing in wiskunde in die primêre skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12086

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


University of Johannesburg

8. Buys, Christina. Wanopvattinge ten opsigte van breuke by N1-studente.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics)

Each child has his own personality and individuality. Children are learning in different ways, at different tempo's and achieve different heights of… (more)

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

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APA (6th Edition):

Buys, C. (2014). Wanopvattinge ten opsigte van breuke by N1-studente. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9586

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):

Buys, Christina. “Wanopvattinge ten opsigte van breuke by N1-studente.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/9586.

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

MLA Handbook (7th Edition):

Buys, Christina. “Wanopvattinge ten opsigte van breuke by N1-studente.” 2014. Web. 21 Oct 2019.

Vancouver:

Buys C. Wanopvattinge ten opsigte van breuke by N1-studente. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/9586.

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

Council of Science Editors:

Buys C. Wanopvattinge ten opsigte van breuke by N1-studente. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9586

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


University of Johannesburg

9. Giannakopoulos, Apostolos. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.

Degree: 2012, University of Johannesburg

D.Phil. (Mathematics Education)

In tertiary education, a statement like ‘Low graduation rates prevail around the world’ is common knowledge since the 1940s, and therefore one… (more)

Subjects/Keywords: Critical thinking; Mathematics - Study and teaching (Higher)

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APA (6th Edition):

Giannakopoulos, A. (2012). How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/13180

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):

Giannakopoulos, Apostolos. “How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/13180.

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

MLA Handbook (7th Edition):

Giannakopoulos, Apostolos. “How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.” 2012. Web. 21 Oct 2019.

Vancouver:

Giannakopoulos A. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/13180.

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

Council of Science Editors:

Giannakopoulos A. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/13180

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


University of Johannesburg

10. Nkhase, Senoelo Chalice. Teaching the relevance of mathematics.

Degree: 2012, University of Johannesburg

M.Ed.

High school mathematics learners often take mathematics education for granted. They study mathematics simply because it is included in the school curriculum, and thus… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – Lesotho; Relevance

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APA (6th Edition):

Nkhase, S. C. (2012). Teaching the relevance of mathematics. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6494

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):

Nkhase, Senoelo Chalice. “Teaching the relevance of mathematics.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/6494.

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

MLA Handbook (7th Edition):

Nkhase, Senoelo Chalice. “Teaching the relevance of mathematics.” 2012. Web. 21 Oct 2019.

Vancouver:

Nkhase SC. Teaching the relevance of mathematics. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/6494.

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

Council of Science Editors:

Nkhase SC. Teaching the relevance of mathematics. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6494

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


University of Johannesburg

11. 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 (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 21, 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. 21 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 21]. 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


University of Johannesburg

12. Bedeker, Johanna Catharina. Uitkomsgebaseerde wiskunde-onderrig.

Degree: 2012, University of Johannesburg

M.Ed.

The research conducted for the purpose of this study clearly showed that outcomes-based education (OBE) potentially offers a remedy for this country's ineffective education… (more)

Subjects/Keywords: Mathematics - Study and teaching; Competency based education

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APA (6th Edition):

Bedeker, J. C. (2012). Uitkomsgebaseerde wiskunde-onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5917

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):

Bedeker, Johanna Catharina. “Uitkomsgebaseerde wiskunde-onderrig.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/5917.

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

MLA Handbook (7th Edition):

Bedeker, Johanna Catharina. “Uitkomsgebaseerde wiskunde-onderrig.” 2012. Web. 21 Oct 2019.

Vancouver:

Bedeker JC. Uitkomsgebaseerde wiskunde-onderrig. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/5917.

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

Council of Science Editors:

Bedeker JC. Uitkomsgebaseerde wiskunde-onderrig. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5917

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


University of Johannesburg

13. Spangenberg, Erica Dorethea. Riglyne vir die plasing van leerders in Wiskunde of Wiskunde Geletterdheid.

Degree: 2010, University of Johannesburg

D.Ed.

The study focused on the placement of Grade 10 learners in either Mathematics or Mathematical Literacy. The purpose was to develop guidelines to assist… (more)

Subjects/Keywords: Mathematics study and teaching; Choice of subjects

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APA (6th Edition):

Spangenberg, E. D. (2010). Riglyne vir die plasing van leerders in Wiskunde of Wiskunde Geletterdheid. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3332

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):

Spangenberg, Erica Dorethea. “Riglyne vir die plasing van leerders in Wiskunde of Wiskunde Geletterdheid.” 2010. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/3332.

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

MLA Handbook (7th Edition):

Spangenberg, Erica Dorethea. “Riglyne vir die plasing van leerders in Wiskunde of Wiskunde Geletterdheid.” 2010. Web. 21 Oct 2019.

Vancouver:

Spangenberg ED. Riglyne vir die plasing van leerders in Wiskunde of Wiskunde Geletterdheid. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/3332.

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

Council of Science Editors:

Spangenberg ED. Riglyne vir die plasing van leerders in Wiskunde of Wiskunde Geletterdheid. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3332

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

14. Themane, Kgalushi Maria. Teachers' pedagogical content knowledge of teaching equivalent fractions in Grade 3.

Degree: 2015, University of Johannesburg

M.Ed. (Mathematics Education)

The purpose of this study was to explore teachers’ pedagogical content knowledge (PCK) in the teaching of equivalent fractions in grade 3… (more)

Subjects/Keywords: Fractions; Pedagogical content knowledge; Mathematics - Study and teaching (Elementary)

…Language in the teaching of Mathematics 47 2.6 MISCONCEPTIONS AND ERRORS IN THE TEACHING OF… …Teaching mathematics in primary schools, in particular equivalent fractions seem to present a… …the teaching of mathematics in the primary schools in general and in particular, in the… …this study, grade 3 teachers should make the mathematics, fractions in particular… …teaching. Hence the present study hinges on PCK and in particular how teachers cope with the… 

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APA (6th Edition):

Themane, K. M. (2015). Teachers' pedagogical content knowledge of teaching equivalent fractions in Grade 3. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14051

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):

Themane, Kgalushi Maria. “Teachers' pedagogical content knowledge of teaching equivalent fractions in Grade 3.” 2015. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/14051.

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

MLA Handbook (7th Edition):

Themane, Kgalushi Maria. “Teachers' pedagogical content knowledge of teaching equivalent fractions in Grade 3.” 2015. Web. 21 Oct 2019.

Vancouver:

Themane KM. Teachers' pedagogical content knowledge of teaching equivalent fractions in Grade 3. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/14051.

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

Council of Science Editors:

Themane KM. Teachers' pedagogical content knowledge of teaching equivalent fractions in Grade 3. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14051

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


University of Johannesburg

15. Stofberg, Francois Jacobus. 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics)

The ideal in education is that the curriculum provided (by the teacher) and the curriculum received (by the pupil), as originally drafted… (more)

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

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

APA (6th Edition):

Stofberg, F. J. (2014). 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11935

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):

Stofberg, Francois Jacobus. “'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/11935.

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

MLA Handbook (7th Edition):

Stofberg, Francois Jacobus. “'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde.” 2014. Web. 21 Oct 2019.

Vancouver:

Stofberg FJ. 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/11935.

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

Council of Science Editors:

Stofberg FJ. 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11935

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

16. Allers, Janet. Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge.

Degree: 2015, University of Johannesburg

M.Ed.

The object of this research project is to do an error analysis of standard five pupils' mathematics books and to to create guidelines for a mathematical programme, using direct instruction, learning strategies and problem solving skill ...

Subjects/Keywords: Mathematics - Remedial teaching; Mathematics - Study and teaching (Elementary) - Research - South Africa - Witwatersrand

mathematics. books. An error analysis was made of these pupils' The following results were… …part can be used by the child with a learning disorder to do mathematics, using learning… …x22;INSTEAD OF FIRST TEACHING THE INDIVIDUAL FACTS ABOUT OTHER THINGS, WE MUST FIRST TEACH… …die geslaagdheid van die instruksie (O'Daffer, 1986:39; Centre for Mathematics… …Robinson & Thomas, 1988:78: Centre for Mathematics Education, 1985). - Organisering: die… 

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APA (6th Edition):

Allers, J. (2015). Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14488

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):

Allers, Janet. “Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge.” 2015. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/14488.

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

MLA Handbook (7th Edition):

Allers, Janet. “Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge.” 2015. Web. 21 Oct 2019.

Vancouver:

Allers J. Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/14488.

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

Council of Science Editors:

Allers J. Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14488

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


University of Johannesburg

17. Biemond, Catharina Elizabeth. Simulasie in geskiedenisonderrig in die primêre skool.

Degree: 2014, University of Johannesburg

M.Ed. (Didactic Education)

All over the world History as a school subject is on the defensive. This phenomenon is usually attributed to a variety of… (more)

Subjects/Keywords: History - Study and teaching (Elementary) - Audio-visual aids.

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APA (6th Edition):

Biemond, C. E. (2014). Simulasie in geskiedenisonderrig in die primêre skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10664

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):

Biemond, Catharina Elizabeth. “Simulasie in geskiedenisonderrig in die primêre skool.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/10664.

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

MLA Handbook (7th Edition):

Biemond, Catharina Elizabeth. “Simulasie in geskiedenisonderrig in die primêre skool.” 2014. Web. 21 Oct 2019.

Vancouver:

Biemond CE. Simulasie in geskiedenisonderrig in die primêre skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/10664.

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

Council of Science Editors:

Biemond CE. Simulasie in geskiedenisonderrig in die primêre skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10664

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


University of Johannesburg

18. 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 21, 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. 21 Oct 2019.

Vancouver:

Rampa SH. Teaching of mathematics in Soshanguve schools : a situation analysis. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. 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


University of Johannesburg

19. 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 21, 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. 21 Oct 2019.

Vancouver:

Visser DP. Kriteria vir die skryf van wiskundehandboeke. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. 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 Johannesburg

20. Van der Watt, Runa. Evaluering en assessering in wiskunde-onderrig.

Degree: 2012, University of Johannesburg

D.Ed.

During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view… (more)

Subjects/Keywords: Mathematics - Study and teaching; Teaching - Evaluation; Educational tests and measurements

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APA (6th Edition):

Van der Watt, R. (2012). Evaluering en assessering in wiskunde-onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7600

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):

Van der Watt, Runa. “Evaluering en assessering in wiskunde-onderrig.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/7600.

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

MLA Handbook (7th Edition):

Van der Watt, Runa. “Evaluering en assessering in wiskunde-onderrig.” 2012. Web. 21 Oct 2019.

Vancouver:

Van der Watt R. Evaluering en assessering in wiskunde-onderrig. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/7600.

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

Council of Science Editors:

Van der Watt R. Evaluering en assessering in wiskunde-onderrig. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7600

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


University of Johannesburg

21. Uys, Dirk Pieter. 'n Benadering vir die realisering van omgewingsopvoeding in die algemene wetenskap sillabus van graad sewe tot nege.

Degree: 2012, University of Johannesburg

D.Ed.

Man is dependant on the environment for his essential requirements and welfare. In the current technological era our world is being irreversibly damaged through… (more)

Subjects/Keywords: Environmental education - Study and teaching; Natural history - Study and teaching; Environmental education - Study and teaching (Secondary); Environmental education - Study and teaching (Elementary)

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APA (6th Edition):

Uys, D. P. (2012). 'n Benadering vir die realisering van omgewingsopvoeding in die algemene wetenskap sillabus van graad sewe tot nege. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5510

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):

Uys, Dirk Pieter. “'n Benadering vir die realisering van omgewingsopvoeding in die algemene wetenskap sillabus van graad sewe tot nege.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/5510.

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

MLA Handbook (7th Edition):

Uys, Dirk Pieter. “'n Benadering vir die realisering van omgewingsopvoeding in die algemene wetenskap sillabus van graad sewe tot nege.” 2012. Web. 21 Oct 2019.

Vancouver:

Uys DP. 'n Benadering vir die realisering van omgewingsopvoeding in die algemene wetenskap sillabus van graad sewe tot nege. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/5510.

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

Council of Science Editors:

Uys DP. 'n Benadering vir die realisering van omgewingsopvoeding in die algemene wetenskap sillabus van graad sewe tot nege. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5510

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


University of Johannesburg

22. Labuschagne, Martha Maryna. Kurrikulêre mediagebruik in primêre skole.

Degree: 2014, University of Johannesburg

M.Ed. (Media Studies)

Curricular media use can be considered as the utilisation of media by a subject-teacher. This implies the selection and integration of media… (more)

Subjects/Keywords: Media programs (Education); Teaching-Aids and devices; Education, Elementary-Audio-visual aids; Educational technology-Study and teaching (Elementary)

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APA (6th Edition):

Labuschagne, M. M. (2014). Kurrikulêre mediagebruik in primêre skole. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9801

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):

Labuschagne, Martha Maryna. “Kurrikulêre mediagebruik in primêre skole.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/9801.

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

MLA Handbook (7th Edition):

Labuschagne, Martha Maryna. “Kurrikulêre mediagebruik in primêre skole.” 2014. Web. 21 Oct 2019.

Vancouver:

Labuschagne MM. Kurrikulêre mediagebruik in primêre skole. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/9801.

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

Council of Science Editors:

Labuschagne MM. Kurrikulêre mediagebruik in primêre skole. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9801

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


University of Johannesburg

23. Pretorius, Beatrix Aletha. Media-integrering in onderwysersopleiding.

Degree: 2014, University of Johannesburg

M.Ed. (Media Integration)

The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well… (more)

Subjects/Keywords: Elementary school teachers - Training of; Media programs (Education); Schools - Study and teaching (Elementary) - Audio-visual aids; Educational technology - Study and teaching (Elementary)

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APA (6th Edition):

Pretorius, B. A. (2014). Media-integrering in onderwysersopleiding. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9473

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):

Pretorius, Beatrix Aletha. “Media-integrering in onderwysersopleiding.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/9473.

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

MLA Handbook (7th Edition):

Pretorius, Beatrix Aletha. “Media-integrering in onderwysersopleiding.” 2014. Web. 21 Oct 2019.

Vancouver:

Pretorius BA. Media-integrering in onderwysersopleiding. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/9473.

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

Council of Science Editors:

Pretorius BA. Media-integrering in onderwysersopleiding. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9473

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


University of Johannesburg

24. 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 21, 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. 21 Oct 2019.

Vancouver:

Roos JE. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. 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 Johannesburg

25. Van Staden, Christina Johanna. Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder.

Degree: PhD, 2012, University of Johannesburg

 The purpose of this study was to investigate the ways in which Social Network Analysis can be used to enhance the conitinuous professional development of… (more)

Subjects/Keywords: Mathematics - Study and teaching (Secondary); Mathematics teachers - In-service training; Mathematics tecahers - Social networks

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APA (6th Edition):

Van Staden, C. J. (2012). Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder. (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8046

Chicago Manual of Style (16th Edition):

Van Staden, Christina Johanna. “Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder.” 2012. Doctoral Dissertation, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/8046.

MLA Handbook (7th Edition):

Van Staden, Christina Johanna. “Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder.” 2012. Web. 21 Oct 2019.

Vancouver:

Van Staden CJ. Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder. [Internet] [Doctoral dissertation]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/8046.

Council of Science Editors:

Van Staden CJ. Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder. [Doctoral Dissertation]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/8046


University of Johannesburg

26. Makgakga, Sello William. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.

Degree: 2012, University of Johannesburg

M.Ed.

This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The… (more)

Subjects/Keywords: Effective teaching; Effective teaching methods; Quadratic equations; Grade 11 students; Mathematics Study and teaching

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APA (6th Edition):

Makgakga, S. W. (2012). Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5095

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):

Makgakga, Sello William. “Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/5095.

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

MLA Handbook (7th Edition):

Makgakga, Sello William. “Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.” 2012. Web. 21 Oct 2019.

Vancouver:

Makgakga SW. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/5095.

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

Council of Science Editors:

Makgakga SW. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5095

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


University of Johannesburg

27. Kruger, Samuel Ian. 'n Verbesondering van plaaslike geskiedenis vir die primêre skoolleerling en onderwyser.

Degree: 2012, University of Johannesburg

M.Ed.

Present day society displays a noticeable concern with regard to public interest in history. The debate about the relevance of history is increasing. This… (more)

Subjects/Keywords: History - Study and teaching (Primary) - South Africa.; Local history.; Motivation in education.; South Africa - History - Study and teaching (Elementary)

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

APA (6th Edition):

Kruger, S. I. (2012). 'n Verbesondering van plaaslike geskiedenis vir die primêre skoolleerling en onderwyser. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7288

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):

Kruger, Samuel Ian. “'n Verbesondering van plaaslike geskiedenis vir die primêre skoolleerling en onderwyser.” 2012. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/7288.

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

MLA Handbook (7th Edition):

Kruger, Samuel Ian. “'n Verbesondering van plaaslike geskiedenis vir die primêre skoolleerling en onderwyser.” 2012. Web. 21 Oct 2019.

Vancouver:

Kruger SI. 'n Verbesondering van plaaslike geskiedenis vir die primêre skoolleerling en onderwyser. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/7288.

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

Council of Science Editors:

Kruger SI. 'n Verbesondering van plaaslike geskiedenis vir die primêre skoolleerling en onderwyser. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7288

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


University of Johannesburg

28. Pelser, Hendrik Johannes Martin. Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge.

Degree: 2014, University of Johannesburg

M.Ed. (Psychology of Education)

This study was conducted with standard five children on the East Rand. The aim with this project was to evaluate the… (more)

Subjects/Keywords: AIDS (Disease) - Study and teaching (Elementary); AIDS (Disease) - Counseling of; Sexually transmitted diseases - Study and teaching

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

APA (6th Edition):

Pelser, H. J. M. (2014). Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12732

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):

Pelser, Hendrik Johannes Martin. “Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge.” 2014. Thesis, University of Johannesburg. Accessed October 21, 2019. http://hdl.handle.net/10210/12732.

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

MLA Handbook (7th Edition):

Pelser, Hendrik Johannes Martin. “Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge.” 2014. Web. 21 Oct 2019.

Vancouver:

Pelser HJM. Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10210/12732.

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

Council of Science Editors:

Pelser HJM. Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12732

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


University of Johannesburg

29. 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 21, 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. 21 Oct 2019.

Vancouver:

Mathe MM. Problems encountered by black pupils in mathematics. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 21]. 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


University of Johannesburg

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

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 21, 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. 21 Oct 2019.

Vancouver:

Fourie MJ. Wiskunde-onderrig in 'n multikulturele klas. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 21]. 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

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