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| Vol 32, No 1 (2013) |
The mid-adolescent’s achievement in maths: The role of emotional intelligence and study orientation |
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Petro Erasmus |
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| Vol 32, No 1 (2013) |
Critical food and nutrition-related issues in Life Sciences curricula for public South African schools |
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Rian De Villiers, William J. Fraser |
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| Vol 32, No 1 (2013) |
Maths4Stats: Educating teachers |
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Renette J. Blignaut, Retha Luus, Ronell Lombard, Abduraghiem Latief, Danelle Kotze |
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| Vol 32, No 1 (2013) |
Assessment in mathematics: The need for a positive approach |
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Jacobus G. Maree |
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| Vol 32, No 1 (2013) |
Investigating the quality and content of five teachers’ reflection on their teaching of mathematics |
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A. Barbara Posthuma, Jacobus G. Maree, Gerrit Stols |
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| Vol 31, No 1 (2012) |
The value of reflection on the process of teaching or learning mathematics with regard to Grade 7 learners in an impoverished rural school. |
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Marthie S. van der Walt |
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| Vol 31, No 1 (2012) |
The development of mathematical creativity through model-eliciting activities |
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Helena M. Wessels |
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| Vol 31, No 1 (2012) |
A preliminary study about the value of a combined quantitative-qualitative approach to career counselling for a student in the natural sciences: A longitudinal study. |
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Jacobus G. Maree |
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| Vol 31, No 1 (2012) |
The state of mathematics education in Afrikaans schools. |
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Gerrit Stols |
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| Vol 31, No 1 (2012) |
Sense-making: A necessity for effective learning of Mathematics. |
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Gabriël F. du Toit |
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| Vol 31, No 1 (2012) |
Mathematics teachers’ reflective practice and the quality of their instruction. |
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A. Barbara Posthuma |
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| Vol 31, No 1 (2012) |
Research on undergraduate mathematics education: A South African perspective. |
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Ansie Harding, Johann Engelbrecht |
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