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作者:Jeremiah Maseko , Kakoma Luneta , Caroline Long
来源:[J].Pythagoras, 2019, Vol.40 (1), pp.e1-e12
摘要:The rational number knowledge of student teachers, in particular the equivalence of fractions, decimals, and percentages, and their comparison and ordering, is the focus of this article. An instrument comprising multiple choice, short answer and constructed response formats was d...
作者:Onyumbe Okitowamba , Cyril Julie , Monde Mbekwa
来源:[J].Pythagoras, 2018, Vol.39 (1), pp.e1-e10
摘要:Various efforts are underway to improve achievement in high-stakes examinations in school mathematics. This article reports on one such initiative which focuses on the development of quality teaching of school mathematics by embedding it within an examination-driven emphasis. A q...
作者:Qetelo M. Moloi , Anil Kanjee , Nicky Roberts
来源:[J].Pythagoras, 2019, Vol.40 (1), pp.e1-e14
摘要:Within initial teacher education there is increasing pressure to enhance the use of assessment data to support students to improve their knowledge and skills, and to determine what standards they meet upon graduation. For such data to be useful, both programme designers and ...
作者:Satsope Maoto , Kwena Masha , Lekwa Mokwana
来源:[J].Pythagoras, 2018, Vol.39 (1), pp.e1-e10
摘要:This article focuses mainly on two key mathematical processes (representation, and reasoning and proof). Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher...
作者:Ifunanya Ubah , Sarah Bansilal
来源:[J].Pythagoras, 2019, Vol.40 (1), pp.e1-e10
摘要:Many pre-service mathematics teachers in South Africa are apprehensive about the content of Euclidean geometry, because they did not study Euclidean geometry in high school but will be expected to teach the content when they start their teaching career. This article reports ...
作者:Kenneth Ngcoza , Sue Southwood
来源:[J].Pythagoras, 2019, Vol.40 (1), pp.e1-e7
摘要:This article is the result of a professional collaboration between two educationists (working originally in the fields of mathematics and science education), who share a passion for exploring collaborative approaches to the professional development of educators. It extends i...
作者:Faaiz Gierdien , Charles Smith , Cyril Julie
来源:[J].Pythagoras, 2019, Vol.40 (1), pp.e1-e11
摘要:The aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous professional development (CPD) to a theoretical level, independent of, yet intimately connected to, their physical meanings, for example universities and schools. Most CPD init...
作者:Odette Umugiraneza , Sarah Bansilal , Delia North
来源:[J].Pythagoras, 2018, Vol.39 (1), pp.e1-e13
摘要:It is often claimed that technology can be used as a tool that can facilitate teaching and learning and contribute to learners’ achievement. This article reports on a study about how KwaZulu-Natal mathematics teachers use, access and integrate technology in the teaching and ...

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