Proceedings of the 20th Annual National Congress of the Association for Mathematics Education of South Africa (AMESA)
Editors: Mandisa Lebitso and Anne Maclean
Long Papers
Conversions in the metric system: Reflecting on the get mathematics curriculum
Stanley Adendorff
Exploring learning trajectories in algebra: informing the teaching of functions
Robyn Clark
A review of research on the effect of using a group learning approach in mathematics classrooms
Joseph J Dhlamini
Exploring teachers’ notion of logical thinking
Roland Fray
Exploring the mathematical proficiency of Grade 6 teachers: A case of Gauteng Tswane East
Zingiswa M. Jojo, Joseph J. Dhlamini, M.M. Phoshoko and M.G. Ngoepe
Learners’ explanations of the errors they make in introductory algebra
Sbongile Mashazi
Deepening thinking-like problems: The case of two students
Bruce May
A mathematical problem-solving exercise by in service teachers in a continuous teaching development context
Monde Mbekwa and Rajendran Govender
Grade 10 students’ facility with rational algebraic fractions in high-stakes examination: observations and interpretations
Duncan Mhakure, Marie Jacobs and Cyril Julie
Diagrams: Are they useful in mathematics?
Vimolan Mudaly
Mathematics textbook analysis: A guide to choosing the appropriate mathematics textbook
Benadette Aineamani and Seshni Naicker
Exploring the use of activity theory as a framework for teaching & learning of mathematics
Jayaluxmi Naidoo
Construction routes in the solution of compass and straightedge construction problems: Geometric reasoning of first year mathematics education students
Bharati Parshotam and Erna Lampen
Developing rubrics for TPACK tasks for prospective mathematics teachers: A methodological approach
Kim Ramatlapana
Data is key
Dave Rowley
Geometrical concepts in real-life context: A case study in South African Traffic Road Signs
Sibawu Witness Siyepu and Thembinkosi Mtonjeni
Question types in mathematics
Charles Smith and Cyril Julie
A comparison of the achievement goal orientation of mathematics leaners WITH/WITHOUT attention deficit hyperactivity disorder (ADHD)
Erica D. Spangenberg
Pedagogic actions and strategies that support sophistication within Foundation Phase number work
Marié Weitz
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