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Pythagoras 
Submission guidelines 
Pythagoras publishes original papers that contribute significantly to our
understanding of mathematics teaching, learning and curriculum, including
reports of research (experiments, case studies, surveys, philosophical and
historical studies, ...), critical analyses of school mathematics curricular
and teacher development initiatives, literature reviews, theoretical analyses,
exposition of mathematical thinking and commentaries on issues pertaining to
the teaching and learning of mathematics in South Africa and elsewhere. Pythagoras
is devoted to the improvement of the teaching and learning of mathematics at
all levels of education. Pythagoras therefore serves as an academic and
professional forum for the presentation and critical discussion of current
research and development in the teaching and learning of mathematics at
national and international level.
Contribution of research papers within the range of 35008000 words are invited in all areas and all levels of mathematics education.
Authors should indicate that (1) the research is their own original work, and (2) the manuscript, or similar work, was not simultaneously submitted for review to any other journal, or previously accepted for publication or published elsewhere, including congress Proceedings. A paper published in congress Proceedings will only be considered if it is a substantial extension and revision of the previous paper.
All
papers are rigorously refereed.
The
Pythagoras house style uses British
English, not American English, therefore 'colour' and not 'color',
'generalise' and not 'generalize', et cettera. The house style uses single quotation
marks, and quotations are not italicised. We use the point for
decimal notation, not a comma. We use three levels of headings, but do not
number headings. References to illustrations or tables in the text should be by
number, e.g. 'see Figure 3', and not to position, e.g. 'see the following
table'.
The Pythagoras house style uses the
American Psychological Association (APA) convention for citations and
referencing. Citations in the text are indicated as, e.g. Brownell
(1956) or (Brownell, 1956, pp. 1325). A
complete list of the references, and not a bibliography, is supplied in
alphabetical order. We list below a few
selected examples of the format for references:
Article in an academic journal
Graham, R., & Yao, F.
(1990). A whirlwind tour of computational
geometry. American Mathematical Monthly, 97(8), 687701.
Barbe, J., Bosch M., Espinoza,
L., & Gascon, J. (2005). Didactic restrictions on the teacher's practice: The case of limits of functions in Spanish high
schools. Educational Studies in
Mathematics, 59, 235268.
Article in an electronic journal, with no DOI (Digital
Object Identifier) available
Selinger, M., & Pratt, D. (1997). Mediation of
mathematical meaning through the graphic calculator. Journal of Information Technology for Teacher Education, 6(1), 3750. Available from
http://www.triangle.co.uk/jit/pdf/061ms.pdf
Article in an electronic journal, with DOI available
Williams, J. B. (2006). Assertionreason
multiplechoice testing as a tool for deep learning: A qualitative analysis. Assessment
and Evaluation in Higher Education, 31(3), 287301.
http://dx.doi.org/10.1080/02602930500352857
Full text
article from an electronic database (e.g. EbscoHost,
ERIC)
Quinlan, C. (2004). Sparking interest in trigonometry.
Australian Mathematics Teacher, 60(3), 1720. Available from EdResearchOnline
database.
Davis, P.J., & Hersh, R.
(1981). The mathematical experience. Harmondsworth:
Penguin.
Clarke,
D. (1996). Assessment. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick,
& C. Laborde (Eds.), International handbook on mathematics education (pp. 327370).
Dordrecht: Kluwer Academic Publisher.
Vinner, S. (1991). The role of definitions in the teaching
and learning of mathematics. In D. Tall (Ed.), Advanced mathematical thinking (pp. 6581). Dordrecht: Kluwer.
Ball, D. L., Bass, H., & Hill, H. (2004). Knowing and using mathematical knowledge in teaching: Learning what matters. In A. Buffler, & R. Lausch (Eds.), Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (pp. 5156). Durban: SAARMSTE.
Setati, M. (2002). Language practices in
intermediate multilingual mathematics classrooms. Unpublished doctoral
dissertation. University of the Witwatersrand, Johannesburg, South Africa.
Long, C. (2008, January). Ratio, proportion and percent: Using the Rasch
model to establish focus points. Paper presented at the Third International Rasch
Conference. University of Western Australia, Perth.
Department of Education. (1986). National Education
Policy Amendment Act 103. Pretoria: Government Printer.
Mahomed, H. (2001, October 28). Curriculum creates positive
individualism. Sunday Independent, p. 7.
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