Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Gerrit Stols"'
Autor:
Gerrit Stols
Publikováno v:
South African Journal of Education, Vol 33, Iss 1, Pp 1-18 (2013)
This study investigated the opportunity to learn (OTL) that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these eleme
Externí odkaz:
https://doaj.org/article/1df09765d0484897aed67ac1d99c89e1
Publikováno v:
Pythagoras, Vol 0, Iss 70, Pp 3-15 (2009)
The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there
Externí odkaz:
https://doaj.org/article/9265a808978143668990155241ba2ae4
Publikováno v:
Pythagoras, Vol 0, Iss 68, Pp 15-21 (2008)
In this paper we document the advantages of utilising technology to enhance teachers’ instructional activities. In particular we showcase the potential and impact that the use of Geometer’s Sketchpad may have on the teaching and learning of geome
Externí odkaz:
https://doaj.org/article/907678ca21d14d37b634158c02c4119c
Publikováno v:
Pythagoras, Vol 0, Iss 65, Pp 32-38 (2007)
This paper explores the impact of a one-year in-service distance education mathematics course that follows a problem-solving approach. The course aims to develop teachers’ mathematical thinking skills. Results show that the course improved the teac
Externí odkaz:
https://doaj.org/article/2721f7edf80544fb828a924d73416154
Autor:
Gerrit Stols
Publikováno v:
Pythagoras, Vol 0, Iss 65, Pp 10-17 (2007)
The objective of this study was the design and development of mathematical technological activities. The guiding model in developing these activities was the Technology Acceptance Model (TAM). The two main issues to address, according to the model, a
Externí odkaz:
https://doaj.org/article/746942258b084f0495b7e627982a05fa
Publikováno v:
Perspectives in Education, Vol 31, Iss 4 (2013)
In this case study, Mathematical Literacy teachers were interviewed and observed in the classroom in order to provide insight into the way this subject, relatively new in South African schools, is handled. The focus of this research was the instructi
Externí odkaz:
https://doaj.org/article/e6f208ddbee94957b2bb277c169552ef
Publikováno v:
Perspectives in Education, Vol 31, Iss 3 (2013)
This case study describes and investigates the instructional practices of Grades 1 to 5 teachers and the levels of geometry thinking of the learners, according to the Van Hiele model, with a view to determining whether there is a match between the in
Externí odkaz:
https://doaj.org/article/fbbdfce715cc4e81842a4c75a5613603
Publikováno v:
Perspectives in Education, Vol 28, Iss 4 (2010)
This study investigated the attitude towards, as well as the level of understanding of Euclidean geometry in pre-service mathematics education (PME) students. In order to do so, a case study was undertaken within which a one group pre-post-test proce
Externí odkaz:
https://doaj.org/article/cc2587edf701418692d1292f4824285f
Autor:
Jeanne Kriek, Gerrit Stols
Publikováno v:
South African Journal of Education, Vol 30, Iss 3, p 0 (2010)
In this pilot study, we sought to examine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive simulations (Physics Education Technology, or PhET) in their classrooms. A combinatio
Externí odkaz:
https://doaj.org/article/abd35939dc6844f39be01a6b1b8b42c9
Publikováno v:
Back to the Future ISBN: 9789462092402
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::823f8d339b5d7d03213cbd0f3f255d7d
https://doi.org/10.1007/978-94-6209-240-2_14
https://doi.org/10.1007/978-94-6209-240-2_14
