Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Satsope Maoto"'
Publikováno v:
Journal on Mathematics Education, Vol 14, Iss 2, Pp 293-310 (2023)
In this paper, we explored the type of mathematical connections Grade 11 learners make when solving two-dimensional (2D) trigonometric problems in an Activity-Based Learning (ABL) environment. We followed a qualitative case study design within an int
Externí odkaz:
https://doaj.org/article/c609d2c0b9e84a4db1807d9aede99cfa
Publikováno v:
Pythagoras, Vol 44, Iss 1, Pp e1-e9 (2023)
In this article, we argue that folding back is successful when the learners engage in exploratory talk. To support our argument, we sourced data from a Grade 10 mathematics classroom of 54 learners who participated in a four-week teaching experiment
Externí odkaz:
https://doaj.org/article/9e1c95056ed545218368bd26b1060cb0
Publikováno v:
Pythagoras, Vol 39, Iss 1, Pp e1-e10 (2018)
This article uses parts of qualitative data from the first author’s study that focused on exploring Pirie and Kieren’s process of folding back, revisiting previously held understandings of a concept for its extended understanding in order to solv
Externí odkaz:
https://doaj.org/article/7fccb495ebdf4b78b10971d56acdc6e3
Publikováno v:
Pythagoras, Vol 39, Iss 1, Pp e1-e10 (2018)
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
Externí odkaz:
https://doaj.org/article/253e5818d4d4412fb304957801b13386
Publikováno v:
Pythagoras, Vol 37, Iss 1, Pp e1-e8 (2016)
This article presents an interpretive analysis of three different mathematics teaching cases to establish where the bigger picture should lie in the teaching and learning of mathematics. We use pre-existing data collected through pre-observation and
Externí odkaz:
https://doaj.org/article/58f93e646c0a4e4ba353ea9fbc0ba4b9
Autor:
Satsope Maoto, Kwena Masha
Publikováno v:
Pythagoras, Vol 36, Iss 2, Pp e1-e10 (2015)
This study used participant observation to explore students’ thinking when learning the concept of factorial functions. First-year university students undertaking a mathematics methodology course were asked to find the number of ways in which five
Externí odkaz:
https://doaj.org/article/bef505aa00f04d4cb4cdbeebf5fbe326
Publikováno v:
Journal of Educational Studies; 2023 Special Issue, p121-135, 15p
Publikováno v:
Eurasia Journal of Mathematics, Science and Technology Education. 18:em2155
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::309cbcfc727cc11a8f0640c50632b488
https://doi.org/10.29333/ejmste/12405
https://doi.org/10.29333/ejmste/12405
Publikováno v:
Eurasia Journal of Mathematics, Science and Technology Education. 18:em2139
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d451af2a605fef96119441bdc34f859a
https://doi.org/10.29333/ejmste/12238
https://doi.org/10.29333/ejmste/12238
Publikováno v:
Pythagoras, Vol 39, Iss 1, Pp e1-e10 (2018)
This article uses parts of qualitative data from the first author’s study that focused on exploring Pirie and Kieren’s process of folding back, revisiting previously held understandings of a concept for its extended understanding in order to solv
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6696ef1960758d583c7dc171431b650e
https://doi.org/10.4102/pythagoras.v39i1.371
https://doi.org/10.4102/pythagoras.v39i1.371