Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Mathematics teachers South Africa ). Showing records 1 – 30 of 86785 total matches.

[1] [2] [3] [4] [5] … [2893]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


Nelson Mandela Metropolitan University

1. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 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 Jul 16]. 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

2. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 July 16, 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. 16 Jul 2019.

Vancouver:

Roos JE. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 16]. 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

3. [No author]. The use of visual reasoning by successful mathematics teachers : a case study.

Degree: 2015, University of KwaZulu-Natal

 Visualization has become increasingly important in view of the advent of technology which allows us to understand an idea at a single glance. Globally, educationists… (more)

Subjects/Keywords: Visualization  – Education  – South Africa.; Mathematics teachers  – South Africa.; Visual education  – South Africa.; Education.; Visual reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). The use of visual reasoning by successful mathematics teachers : a case study. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13901

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. “The use of visual reasoning by successful mathematics teachers : a case study. ” 2015. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/13901.

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. “The use of visual reasoning by successful mathematics teachers : a case study. ” 2015. Web. 16 Jul 2019.

Vancouver:

author] [. The use of visual reasoning by successful mathematics teachers : a case study. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/13901.

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

Council of Science Editors:

author] [. The use of visual reasoning by successful mathematics teachers : a case study. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13901

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


Rhodes University

4. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 July 16, 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. 16 Jul 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 Jul 16]. 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


Rhodes University

5. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 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 Jul 16]. 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


Stellenbosch University

6. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 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 Jul 16]. 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

7. [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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 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 Jul 16]. 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

8. [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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 2019.

Vancouver:

author] [. Towards successful mathematical literacy learning - a study of preservice teacher education module. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Jul 16]. 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

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 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 Jul 16]. 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 KwaZulu-Natal

10. [No author]. An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university.

Degree: 2015, University of KwaZulu-Natal

 The poor performance of learners in Science and Mathematics in South Africa is a persistent cause for concern to stakeholders in education, and to society… (more)

Subjects/Keywords: Mathematics teachers  – Training of  – South Africa.; Science teachers  – Training of  – South Africa.; Problem solving  – Education  – South Africa.; Problem-based learning.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13814

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. “An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. ” 2015. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/13814.

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. “An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. ” 2015. Web. 16 Jul 2019.

Vancouver:

author] [. An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/13814.

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

Council of Science Editors:

author] [. An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13814

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


Nelson Mandela Metropolitan University

11. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 2019.

Vancouver:

Webb ML. Searching for common ground: developing mathematical reasoning through dialogue. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Jul 16]. 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


University of KwaZulu-Natal

12. [No author]. Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum.

Degree: 2015, University of KwaZulu-Natal

 Political changes that have taken place in post-apartheid South Africa have contributed to several policy initiatives aimed at achieving a more democratic and unified education… (more)

Subjects/Keywords: Curriculum change  – South Africa.; Mathematics  – Curricula  – South Africa.; Mathematics teachers  – South Africa.; Mathematics  – Study and teaching  – South Africa.; Education.; Curriculum Assessment Policy Statements.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13768

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. “Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. ” 2015. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/13768.

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. “Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. ” 2015. Web. 16 Jul 2019.

Vancouver:

author] [. Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/13768.

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

Council of Science Editors:

author] [. Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13768

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


Rhodes University

13. Felix, Clyde Benedict Aurelius. Narratives that shape the professional identities of mathematics teachers.

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

 The central position in this study is that the professional identities, and consequently the classroom practices, of mathematics teachers are continuously being shaped by their… (more)

Subjects/Keywords: Mathematics teachers  – South Africa  – Port Elizabeth; Mathematics teachers  – South Africa  – Grahamstown; Mathematics teachers  – Professional relationships; Mathematics teachers  – Training of; Mathematics  – Study and teaching  – South Africa  – Eastern Cape; Education  – South Africa  – Eastern Cape

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Felix, C. B. A. (2014). Narratives that shape the professional identities of mathematics teachers. (Doctoral Dissertation). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013547

Chicago Manual of Style (16th Edition):

Felix, Clyde Benedict Aurelius. “Narratives that shape the professional identities of mathematics teachers.” 2014. Doctoral Dissertation, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/d1013547.

MLA Handbook (7th Edition):

Felix, Clyde Benedict Aurelius. “Narratives that shape the professional identities of mathematics teachers.” 2014. Web. 16 Jul 2019.

Vancouver:

Felix CBA. Narratives that shape the professional identities of mathematics teachers. [Internet] [Doctoral dissertation]. Rhodes University; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/d1013547.

Council of Science Editors:

Felix CBA. Narratives that shape the professional identities of mathematics teachers. [Doctoral Dissertation]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013547


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 July 16, 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. 16 Jul 2019.

Vancouver:

Rampa SH. Teaching of mathematics in Soshanguve schools : a situation analysis. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 16]. 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


Nelson Mandela Metropolitan University

15. Dolley, Ziyaad. Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College.

Degree: Faculty of Education, 2015, Nelson Mandela Metropolitan University

 Over the past years the FET Colleges sector has been plagued by high failure rates in mathematics and science as part of the National Curriculum… (more)

Subjects/Keywords: School failure  – South Africa  – Eastern Cape; Mathematics  – Study and teaching  – South Africa  – Eastern Cape; Teachers  – Training of  – South Africa  – Eastern Cape

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dolley, Z. (2015). Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/9011

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):

Dolley, Ziyaad. “Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College.” 2015. Thesis, Nelson Mandela Metropolitan University. Accessed July 16, 2019. http://hdl.handle.net/10948/9011.

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

MLA Handbook (7th Edition):

Dolley, Ziyaad. “Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College.” 2015. Web. 16 Jul 2019.

Vancouver:

Dolley Z. Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10948/9011.

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

Council of Science Editors:

Dolley Z. Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College. [Thesis]. Nelson Mandela Metropolitan University; 2015. Available from: http://hdl.handle.net/10948/9011

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


Durban University of Technology

16. Piyose, Xolisa. A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries.

Degree: 2010, Durban University of Technology

Dissertation submitted in fulfilment of the requirements for the Master's Degree of Technology: Information Technology, Durban University of Technology, 2010.

The main purpose of this… (more)

Subjects/Keywords: Mathematics teachers – Training of – South Africa; Competency-based education – South Africa; Computer-assisted instruction – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Piyose, X. (2010). A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/587

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):

Piyose, Xolisa. “A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries.” 2010. Thesis, Durban University of Technology. Accessed July 16, 2019. http://hdl.handle.net/10321/587.

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

MLA Handbook (7th Edition):

Piyose, Xolisa. “A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries.” 2010. Web. 16 Jul 2019.

Vancouver:

Piyose X. A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries. [Internet] [Thesis]. Durban University of Technology; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10321/587.

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

Council of Science Editors:

Piyose X. A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries. [Thesis]. Durban University of Technology; 2010. Available from: http://hdl.handle.net/10321/587

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


Rhodes University

17. Pausigere, Peter. Primary maths teacher learning and identity within a numeracy in-service community of practice.

Degree: Faculty of Education, Education, 2015, Rhodes University

 This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – South Africa; Teachers  – In-service training  – South Africa; Student-centered learning  – South Africa; Communities of practice  – South Africa; Educational change  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pausigere, P. (2015). Primary maths teacher learning and identity within a numeracy in-service community of practice. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017183

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):

Pausigere, Peter. “Primary maths teacher learning and identity within a numeracy in-service community of practice.” 2015. Thesis, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/d1017183.

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

MLA Handbook (7th Edition):

Pausigere, Peter. “Primary maths teacher learning and identity within a numeracy in-service community of practice.” 2015. Web. 16 Jul 2019.

Vancouver:

Pausigere P. Primary maths teacher learning and identity within a numeracy in-service community of practice. [Internet] [Thesis]. Rhodes University; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/d1017183.

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

Council of Science Editors:

Pausigere P. Primary maths teacher learning and identity within a numeracy in-service community of practice. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017183

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


University of KwaZulu-Natal

18. Meeran, Safura. Influence of new curriculum policies on mathematics teachers' work.

Degree: 2017, University of KwaZulu-Natal

 The focus of this study is teachers' work and in particular the work of mathematics teachers as they orientate themselves to each curriculum policy change.… (more)

Subjects/Keywords: Theses - Education.; Mathematics teachers.; Mathematics - Curricula.; Curricula change - South Africa.; Teacher participation in curriculum planning - South Africa.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meeran, S. (2017). Influence of new curriculum policies on mathematics teachers' work. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15557

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):

Meeran, Safura. “Influence of new curriculum policies on mathematics teachers' work.” 2017. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/15557.

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

MLA Handbook (7th Edition):

Meeran, Safura. “Influence of new curriculum policies on mathematics teachers' work.” 2017. Web. 16 Jul 2019.

Vancouver:

Meeran S. Influence of new curriculum policies on mathematics teachers' work. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/15557.

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

Council of Science Editors:

Meeran S. Influence of new curriculum policies on mathematics teachers' work. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15557

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


University of Johannesburg

19. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 July 16, 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. 16 Jul 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 Jul 16]. 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


Rhodes University

20. Jooste, Zonia. Why do learners and teachers experience problems with the concept of zero?.

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

 The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero… (more)

Subjects/Keywords: Numbers, Divisibility of  – Study and teaching (Primary)  – South Africa; Numbers, Divisibility of  – Study and teaching (Secondary)  – South Africa; Mathematics teachers  – Training of  – South Africa  – Eastern Cape; Mathematics teachers  – Training of  – South Africa  – Western Cape; Education, Primary  – Curricula  – South Africa; Education, Secondary  – Curricula  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jooste, Z. (2012). Why do learners and teachers experience problems with the concept of zero?. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1006764

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):

Jooste, Zonia. “Why do learners and teachers experience problems with the concept of zero?.” 2012. Thesis, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/d1006764.

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

MLA Handbook (7th Edition):

Jooste, Zonia. “Why do learners and teachers experience problems with the concept of zero?.” 2012. Web. 16 Jul 2019.

Vancouver:

Jooste Z. Why do learners and teachers experience problems with the concept of zero?. [Internet] [Thesis]. Rhodes University; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/d1006764.

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

Council of Science Editors:

Jooste Z. Why do learners and teachers experience problems with the concept of zero?. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1006764

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


Rhodes University

21. Barnard, Elna. An investigation into Grade R teachers' experiences of implementing numeracy in Grade R.

Degree: Faculty of Education, Education, 2011, Rhodes University

This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts… (more)

Subjects/Keywords: Teachers  – South Africa  – Attitudes; Numeracy  – Study and teaching (Elementary)  – South Africa; Teachers  – Training of  – South Africa; Mathematics teachers  – In-service training  – South Africa; Early childhood education  – South Africa  – History; Early childhood education  – South Africa  – Political aspects

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barnard, E. (2011). An investigation into Grade R teachers' experiences of implementing numeracy in Grade R. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1004529

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):

Barnard, Elna. “An investigation into Grade R teachers' experiences of implementing numeracy in Grade R.” 2011. Thesis, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/d1004529.

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

MLA Handbook (7th Edition):

Barnard, Elna. “An investigation into Grade R teachers' experiences of implementing numeracy in Grade R.” 2011. Web. 16 Jul 2019.

Vancouver:

Barnard E. An investigation into Grade R teachers' experiences of implementing numeracy in Grade R. [Internet] [Thesis]. Rhodes University; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/d1004529.

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

Council of Science Editors:

Barnard E. An investigation into Grade R teachers' experiences of implementing numeracy in Grade R. [Thesis]. Rhodes University; 2011. Available from: http://hdl.handle.net/10962/d1004529

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


Stellenbosch University

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 July 16, 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. 16 Jul 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 Jul 16]. 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


University of KwaZulu-Natal

23. [No author]. Exploring the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics : a mixed methods approach.

Degree: 2016, University of KwaZulu-Natal

 The issue that this study addresses is pre-service teachers who enter mathematics teacher training programmes with an inadequate knowledge of mathematics. Yet, very often in… (more)

Subjects/Keywords: Instant messaging  – Education  – South Africa.; Mathematics teachers  – Training of  – South Africa.; Smartphones  – Education  – South Africa.; Mediated learning experience  – South Africa.; Education.; Whatsapp instant messaging.; Teacher training programmes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2016). Exploring the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics : a mixed methods approach. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13916

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 the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics : a mixed methods approach. ” 2016. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/13916.

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 the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics : a mixed methods approach. ” 2016. Web. 16 Jul 2019.

Vancouver:

author] [. Exploring the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics : a mixed methods approach. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/13916.

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 the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics : a mixed methods approach. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13916

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

24. Sibanda, Bonani. The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape.

Degree: Faculty of Education, 2012, University of Fort Hare

 The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools… (more)

Subjects/Keywords: Curriculum-based assessment – South Africa – Eastern Cape; Curriculum-based assessment – South Africa – Eastern Cape; Curriculum evaluation – South Africa – Eastern Cape; Curriculum planning – South Africa – Eastern Cape; Mathematics – Study and teaching – South Africa – Eastern Cape; Mathematics teachers – South Africa – Eastern Cape; High school teachers – South Africa – Eastern Cape; High school students – South Africa – Eastern Cape

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sibanda, B. (2012). The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape. (Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1013106

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):

Sibanda, Bonani. “The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape.” 2012. Thesis, University of Fort Hare. Accessed July 16, 2019. http://hdl.handle.net/10353/d1013106.

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

MLA Handbook (7th Edition):

Sibanda, Bonani. “The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape.” 2012. Web. 16 Jul 2019.

Vancouver:

Sibanda B. The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape. [Internet] [Thesis]. University of Fort Hare; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10353/d1013106.

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

Council of Science Editors:

Sibanda B. The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape. [Thesis]. University of Fort Hare; 2012. Available from: http://hdl.handle.net/10353/d1013106

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

25. Peter, Zola Witness. An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province.

Degree: Faculty of Management and Commerce, 2008, University of Fort Hare

 The Eastern Cape Department of Education has a constitutional and legislative mandate to provide quality public education in all public schools within the province. The… (more)

Subjects/Keywords: Science – Study and teaching (Secondary) – South Africa – Eastern Cape Province; Teachers – Employment – South Africa – Eastern Cape Province; Teachers – Training of – South Africa – Eastern Cape Province; Teachers – Selection and appointment – South Africa – Eastern Cape Province; Teachers' unions – South Africa – Eastern Cape Province; School personnel management – South Africa  – Eastern Cape Province; Mathematics – Study and teaching (Secondary) – South Africa – Eastern Cape Province

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peter, Z. W. (2008). An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province. (Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/213

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):

Peter, Zola Witness. “An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province.” 2008. Thesis, University of Fort Hare. Accessed July 16, 2019. http://hdl.handle.net/10353/213.

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

MLA Handbook (7th Edition):

Peter, Zola Witness. “An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province.” 2008. Web. 16 Jul 2019.

Vancouver:

Peter ZW. An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province. [Internet] [Thesis]. University of Fort Hare; 2008. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10353/213.

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

Council of Science Editors:

Peter ZW. An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province. [Thesis]. University of Fort Hare; 2008. Available from: http://hdl.handle.net/10353/213

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


University of KwaZulu-Natal

26. [No author]. Exploring pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems.

Degree: 2008, University of KwaZulu-Natal

 Mathematical modelling is an area in mathematics education that has been much researched but conspicuously absent from the South African curriculum. The last few years… (more)

Subjects/Keywords: Mathematics teachers – Training of – South Africa.; Mathematical models – Study and teaching (Secondary) – South Africa.; Mathematics – Study and teaching (Secondary) – South Africa.; Problem solving.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2008). Exploring pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/222

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 pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems. ” 2008. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/222.

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 pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems. ” 2008. Web. 16 Jul 2019.

Vancouver:

author] [. Exploring pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/222.

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 pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/222

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


University of KwaZulu-Natal

27. [No author]. An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District.

Degree: 2016, University of KwaZulu-Natal

 This research project was aimed at exploring how teachers teach a specific concept in Grade 11 such that the learners could understand and perform better.… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – South Africa  – KwaZulu-Natal.; Mathematics teachers  – South Africa  – KwaZulu-Natal.; Effective teaching  – South Africa  – KwaZulu-Natal.; Education.; Mathematical literacy.; Teaching strategies.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2016). An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13825

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. “An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. ” 2016. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/13825.

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. “An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. ” 2016. Web. 16 Jul 2019.

Vancouver:

author] [. An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/13825.

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

Council of Science Editors:

author] [. An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13825

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


University of KwaZulu-Natal

28. Forde, Reginald Dudley. Minds and hearts : exploring the teacher's role as a leader of pupils in a class.

Degree: PhD, Education, 2010, University of KwaZulu-Natal

 This study is concerned with the particular role of the teacher as a leader of pupils in a class, a legislated requirement for teachers in… (more)

Subjects/Keywords: Education.; Teachers – South Africa.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Forde, R. D. (2010). Minds and hearts : exploring the teacher's role as a leader of pupils in a class. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3222

Chicago Manual of Style (16th Edition):

Forde, Reginald Dudley. “Minds and hearts : exploring the teacher's role as a leader of pupils in a class.” 2010. Doctoral Dissertation, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/3222.

MLA Handbook (7th Edition):

Forde, Reginald Dudley. “Minds and hearts : exploring the teacher's role as a leader of pupils in a class.” 2010. Web. 16 Jul 2019.

Vancouver:

Forde RD. Minds and hearts : exploring the teacher's role as a leader of pupils in a class. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/3222.

Council of Science Editors:

Forde RD. Minds and hearts : exploring the teacher's role as a leader of pupils in a class. [Doctoral Dissertation]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/3222


University of KwaZulu-Natal

29. [No author]. Learning through teaching : a narrative self-study of a novice teacher educator.

Degree: Education, 2007, University of KwaZulu-Natal

 This thesis reports on a small-scale, qualitative study of learning through teaching in three postgraduate modules in Education at a South African university. In the… (more)

Subjects/Keywords: Teachers – South Africa – Biography.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2007). Learning through teaching : a narrative self-study of a novice teacher educator. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/482

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. “Learning through teaching : a narrative self-study of a novice teacher educator. ” 2007. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/482.

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. “Learning through teaching : a narrative self-study of a novice teacher educator. ” 2007. Web. 16 Jul 2019.

Vancouver:

author] [. Learning through teaching : a narrative self-study of a novice teacher educator. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/482.

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

Council of Science Editors:

author] [. Learning through teaching : a narrative self-study of a novice teacher educator. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/482

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


University of KwaZulu-Natal

30. [No author]. Being an art teacher : "an auto-ethnographic study of different educational moments in my life" .

Degree: Education, 2008, University of KwaZulu-Natal

 This auto-ethnographic research emerges from an historical account of my self-understandings, perceptions and intentions, constructed from a journal that was kept of my experiences during… (more)

Subjects/Keywords: Art teachers – South Africa.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2008). Being an art teacher : "an auto-ethnographic study of different educational moments in my life" . (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/492

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. “Being an art teacher : "an auto-ethnographic study of different educational moments in my life" .” 2008. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/492.

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. “Being an art teacher : "an auto-ethnographic study of different educational moments in my life" .” 2008. Web. 16 Jul 2019.

Vancouver:

author] [. Being an art teacher : "an auto-ethnographic study of different educational moments in my life" . [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/492.

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

Council of Science Editors:

author] [. Being an art teacher : "an auto-ethnographic study of different educational moments in my life" . [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/492

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

[1] [2] [3] [4] [5] … [2893]

.