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The Use of VSR as an In-house Professional Development Tool for Joint Reflection in a Primary School in the Western-Cape, South Africa African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2024-04-01 Janice A. Petersen, Benita P. Nel
Joint reflection amongst teachers is a valuable way to learn from colleagues. The study explored the joint reflection by a primary school mathematics subject team where video-stimulated recall was ...
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Secondary School Students’ Understanding of Learning Contexts in Science Education: Perspectives from Ethiopia African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2024-02-29 Dawit Asrat Getahun, Engida Gebre
There is increasing recognition of the importance of learning contexts in science education. However, learning contexts are rarely articulated in terms of what they constitute and are often framed ...
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Life Story Analysis of the Longer-term Effects of Kenya’s Strengthening of the Mathematics and Science in Secondary Education Project on the Attitudinal and Behavioural Changes of Former Secondary Students African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2024-02-29 Masato Kosaka, Nagisa Nakawa
The aims of this study were to (a) qualitatively determine former students’ perceptions of environment, personal and behaviour factor changes that were due to the teachers involved in the Strengthe...
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Exploring South African Students’ STEM Self-Efficacy and Attitudes in Non-Formal Learning Experiences African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2024-02-25 Joseph A. Isaac, Gina Childers
This study explored the science, technology, engineering, and mathematics (STEM) attitudes and self-efficacy of secondary students identifying as Black South African, multi-racial or Afrikaans Sout...
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Exploring Tanzanian Pre-service Science Teachers’ Understanding of the Notion of Knowledge About Alternative Conceptions African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2024-02-25 Mjege Kinyota
This study investigated the extent to which the notion of knowledge about alternative conceptions is featured in the curriculum for pedagogy courses of a pre-service science teacher programme and e...
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Teacher Follow-up on Learners’ Initial Response to Teacher Questions African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2024-01-14 France Machaba, Chipo Mangwiro
Participating in classroom mathematics conversations, particularly engaging with the opinions of others, can improve learners’ mathematical comprehension. Teachers can use a variety of invitation a...
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Grade R Teacher Expressions of Themselves as Teachers of Early Numeracy Participating in an Intervention Programme African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-12-13 Roxanne Long, Mellony Graven
This paper explores Grade R teacher expressions of themselves as teachers of numeracy, and as teachers working in the transition phase of schooling, after their participation in a research-informed...
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Mapping Design Principles to Instructional Realities in Early Grade Mathematics in South Africa: A Framework for Designing and Evaluating Learning and Teaching Support Materials African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-12-13 Kimberley Porteus
The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the...
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Primary Pre-service Teachers’ Knowledge of the Concepts of Mean and Median African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-12-13 Cathrine Kazunga, Sarah Bansilal, Lytion Chiromo
The development of statistical literacy has become a key outcome of mathematics curricula in various countries. The purpose of the study was to explore primary pre-service teachers’ (PSTs’) knowled...
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Early Grade Mathematics: Directions of Growth in the Research Field African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-12-13 Hamsa Venkat, Mellony Graven, Samantha Morrison, Pamela Vale
Published in African Journal of Research in Mathematics, Science and Technology Education (Vol. 27, No. 3, 2023)
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Two Pathways into Number Work for Primary Teachers: A Counting Pathway and a Measurement Pathway African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-12-13 Nicky Roberts, Kimberley Porteus
Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question...
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Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-12-03 Pascal Kaneza, Jean Baptiste Nkurunziza, Innocent Twagilimana
The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBD...
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Gender Gaps in Mathematics Achievement in TIMSS 2015: Evidence from Grade 9 South African Learners African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-11-05 Doras Sibanda, Jaqueline Naidoo
Globally girls’ performance in mathematics has improved over the years as measured by TIMSS results. Inconsistency in mathematics performance of boys and girls is still an area of great concern. Th...
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Overcrowded Classrooms and their Association with South African Learners’ Mathematics Achievement African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-11-05 Marien Alet Graham
There is growing global concern concerning South African learners’ mathematics achievement, with research identifying many factors contributing to poor mathematics achievement, with class size bein...
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Teaching Mathematics with Digital Technologies: A Situational Analysis of High School Teachers’ Experiences in Ghana African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-10-19 Emmanuel Agyei, Douglas Darko Agyei, Isaac Benning
In spite of the proliferation of educational technologies, teacher surveys have indicated relatively low levels of technology integration in mathematics lesson delivery in Ghanaian Senior High Scho...
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Exploring gender-based effects of virtual laboratory against paper-based practices towards real chemistry practical in Tanzanian secondary schools African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-08-31 Majuto Clement Manyilizu
Gender inequality is strongly linked with poor performance in science and mathematics for female students in secondary schools owing to socio-economic and cultural issues as well as learning strate...
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Chemistry Teachers’ Stoichiometry Pedagogical Content Knowledge and its Relationship with Chemistry Students’ Achievement in Stoichiometry African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-08-29 Nathaniel A. Omilani, Ime Ajibola
This study surveyed 19 chemistry teachers’ stoichiometry pedagogical content knowledge (SPCK) in Ijebu Ode local government area of Ogun state, Nigeria using Malcolm’s Physical Science Teachers’ SP...
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A 20-year review of South African Early Grade Mathematics Research Articles African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-08-23 Samantha Morrison, Mellony Graven, Hamsa Venkat, Pamela Vale
In this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional ...
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The Impact of an Empowerment Evaluation Approach on Teachers’ TPACK-P Proficiency Levels African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-08-20 Umesh Ramnarain, Sumayya Moosa
In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher enactment of this knowledge. The purpose of this research
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Exploring Conceptions of ‘Number Sense’ Evident in Pre-service Programmes for Primary School Teachers: A Review of Texts Used Across 11 University Programmes African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-08-20 Lise Westaway, Lyn Webb, Maria Weitz, Hanlie Botha
This paper examines the conceptions of ‘number sense’ as promoted in pre-service primary mathematics education courses at 11 South African Higher Education Institutions through the texts used by ac...
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Strategies and Procedural and Conceptual Knowledge of Addition of Unlike Denominator Fractions: The Case of Grade 8 Children in Two Districts of the Central Region of Ghana African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-08-16 Ebo Amuah, Ernest Kofi Davis
This study investigated children’s knowledge of the addition of fractions with unlike denominators. It focussed on the strategies used by children to add fractions with unlike denominators. A cross...
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SAARMSTE’s role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022 African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-07-31 Mellony Graven, Hamsa Venkat
This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education’s (SAARMSTE’s) role as a platform supporting research dissemination and connecti...
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Investigating the Influence of an Online Intervention on the Development of High School Chemistry Teachers’ PCK about Environmental Sustainability African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-07-31 Zoella Groening, Corene Coetzee, Kgadi Mathabathe
Creating awareness of environmental sustainability issues through formal education may be an effective way to help citizens deal with these issues. Teachers, however, have not been sufficiently tra...
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STEM Preservice Teachers’ e-Readiness for Online Multimodal Teaching Methods Usage in Pietermaritzburg, South Africa: Analysis Through the Adapted TPACK Framework African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-07-25 John Mangundu
Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learni...
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Coding Additive Word Problem-solving to see Shifts Around an Intervention African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-07-19 Herman Tshesane, Hamsa Venkat
Evidence in South Africa of poor performance on word problems points to particular challenges among learners relating to difficulties with, on the one hand, making sense of mathematical word proble...
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Analysis of Missing Data in Progressed Learners: The Use of Multiple Imputation Methods African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-06-27 S. Mabungane, S. Ramroop, H. Mwambi
The issue of missing data raises concerns in all statistical and educational research. In this study, we focus on missing data in school-based assessment data generated by progressed high school le...
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Developing design principles to enhance pre-service teachers’ understanding of number structure and mathematical equivalence in early grade mathematics African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-06-11 Anthony A. Essien, Corin Mathews, Herman Tshesane, Maria Weitz, Lawan Abdulhamid, Tasmiyah Hoosen, Lincoln Lavans
Research on mathematical equivalence, and to some extent, on number structure in early grade mathematics, has shown that most students at primary and secondary levels understand these concepts inst...
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The Curriculum–TIMSS Alignment for Grade 8 Science from 2007 to 2019: A Case of South Africa and Singapore African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-05-29 Nishaal Bhaw, Jeanne Kriek
The present study explores the validity of inferences that may be drawn from the Trends in International Mathematics and Science Study (TIMSS) learner achievement data by measuring the South African curriculum–TIMSS alignment for the Grade 8 science assessments from 2007 to 2019. The Singapore curriculum–TIMSS alignment indices are a fair benchmark for comparison, as Singapore is the best-performing
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Natural Sciences Teachers’ Experiences using Blended Teaching in Township Smart Schools: Perceived Benefits and Challenges African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-05-11 Charnel Malherbe-da Silva, Portia Kavai, Rian de Villiers
This study explored the perceived benefits and challenges that Natural Sciences teachers experience when using blended teaching in Smart Schools. This qualitative research focused on public townshi...
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Perspectives of Academics and Graduates into the World of Work: A South African Study African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-04-03 Khalid Osman, Cecile N. Gerwel Proches
The aim of the study was to ascertain the expectations and perceptions of engineering graduates regarding an engineering career in the world of work, and compare them to perspectives of academic leaders of the engineering disciplines in which these graduates studied. Using a mixed-methods approach, the study firstly entailed a quantitative survey of engineering graduates at a South African University
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Solving Word Problems by Visualising African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-03-16 Vimolan Mudaly, Drisana Narriadoo
Learners in general struggle when working with word problems. South African learners in particular have an added barrier owing to the many official languages that have been legislated. The South African Department of Basic Education, through its curriculum statements, envisages that problem solving will play a fundamental part in mathematics teaching and learning. Whilst this has been embraced by teachers
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Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-03-14 Beni Mbwile, Celestin Ntivuguruzwa, K. K. Mashood
This study aimed at exploring the understanding of concept inventories for classroom assessment by physics tutors and pre-service teachers in selected diploma teachers’ training colleges in Tanzania. The study employed a qualitative research approach and a case study design. Eight physics tutors and 20 second-year pre-service physics teachers from two selected diploma colleges were involved in the
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Undergraduate Mathematics Students’ Reported Use of Learning Resources Towards Accessing Mathematics African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-03-02 Kate le Roux, Jeff Murugan, Stephen Marquard, Patrick Adams
The topic of resources for learning mathematics commonly becomes of interest during times of disruption and rapid change in education. The considerable research on undergraduate mathematics students’ resource use largely focuses on learning resources in the form of material technologies and texts. Concerned that contemporary decisions about resourcing for learning in mathematics may take the form of
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Bloom’s Taxonomy and Classroom Talk: Exploring the Relationship Between the Nature of Small Group Discussion Tasks and the Quality of Learners’ Talk African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-02-15 Nomfundo Radebe, Emmanuel Mushayikwa
The purpose of this study was to investigate the relationship between the nature of small group discussion tasks and learners’ talk during Physical Science lessons. The study was conducted during Physical Science lessons with three self-selected groups of Grade 11 learners from one school. A total of three lessons were followed. During the lessons, learners were given group tasks to complete, and their
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Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2023-01-03 Lynne A. Pilcher, Marietjie Potgieter, Lizelle Fletcher
The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class
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Employing Practical Work, Computer Simulations and Feedback: Promoting Introductory Physics Students’ Learning of Circular and Rotational Motion African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-12-23 Dennis Luchembe, Overson Shumba
Research has found circular and rotational motion to be a challenging topic for undergraduate physics students. This article reports on Introductory Physics students’ learning of concepts and quantitative principles in circular and rotational motion. It involves a teaching strategy that uses hands-on practical work, PhET simulations and a focus on feedback in line with the Active Learning Theory developed
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The Effect of the use of English as Language of Instruction and Inquiry-based Learning on Biology Learning in Sub-Saharan Africa Secondary Schools: A Systematic Review of the Literature African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-12-12 Opanga David, Venuste Nsengimana
Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners’ biology learning outcomes. Despite this prominent goal, learners’ scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language
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Teacher Educators’ Word Use when Teaching Student Teachers how to Teach Place Value to Early Years Learners African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-12-06 Justina Longwe, Janne Fauskanger, Mercy Kazima
This article discusses the findings of a case study that explored the use of explanatory talk in mathematics teacher education lessons on how to teach the concept of place value. The Mathematics Discourse in Instruction framework guided the study, in particular the element of naming in explanatory talk. Three teacher educators’ lessons on the teaching of place value of whole numbers were observed and
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Learning Mathematics in an After-school Mathematics Club African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-12-01 Karin Brodie
Learning mathematics is as much about developing relationships with mathematics as the development of mathematics concepts and skills. Mathematics clubs usually support learners to develop relationships with mathematics through engaging with challenging mathematics problems, exploring mathematical ideas, and communicating and sharing their ideas. This paper reports on research on such a mathematics
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Exploring Classroom Use of ICT Among Pre-service Science Teachers in Selected SADC Countries African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-11-23 Thuthukile Jita, Edgar J. Sintema
Information and communication technology (ICT) competences are among the most important requirements to effectively teach mathematics and science in today’s classrooms. Teacher educators in the Southern African Development Community (SADC) region have prioritised ICT competences for pre-service teachers (PSTs) to effectively select suitable instructional techniques for teaching mathematics and science
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The Transformative Effects of Guided Inquiry-based Learning on Scientific Knowledge of Vision African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-11-16 Ehtegebreal Aregehagn, Annette Lykknes, Maria I. M. Febri, Mengesha Ayene
The use of guided inquiry-based learning (GIBL) in a manner designed to challenge individual students’ unscientific conceptions of science, has been researched widely. However, few (if any) studies have investigated the implementation of GIBL in a manner designed to challenge the fundamental patterns of students’ context-dependent unscientific conceptions of science. This study investigates the effect
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High School Teachers’ Subject and Pedagogical Content Knowledge of Mathematics in the Khomas Education Region, Namibia African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-11-07 Joseph J. Kandjinga, Hileni M. Kapenda
This paper reports on a study that explored the subject and pedagogical content knowledge displayed by high school mathematics teachers in the Khomas education region in Namibia. The study was based on a quantitative approach using a survey design. A stratified random sampling method was used to select the participants in all the four school circuits in the region. The study population consisted of
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Teachers’ Perceptions of and Concerns About Integrating Computational Thinking into Science Teaching After a Professional Development Activity African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-10-27 Ayodele Abosede Ogegbo, Umesh Ramnarain
Although there is a lot of interest in the development of computational thinking (CT) and the benefits it could have for every student, integrating it into science classrooms may be more difficult than traditional teaching. This can be very challenging for South African science teachers. Thus, there is an increasing need to prepare teachers and systematically engage them in professional development
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From the Familiar to the Abstract: Exploring Grade 11 Learners’ Development in Stoichiometry Problem Solving Competency with Exposure to POGIL African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-09-29 Charles Mamombe, Kgadi C. Mathabathe, Estelle Gaigher
This qualitative case study explored how exposure to Process-Oriented Guided Inquiry Learning (POGIL) improves 11th grade physical sciences learners’ competency in solving stoichiometry problems. Two township schools of low socioeconomic status in Pretoria, South Africa, were conveniently and purposively sampled. Two classes (N = 48) composed of multicultural black learners of mixed gender participated
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An Activity Based on Figurative Patterns: Moroccan Students’ Reasoning African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-09-21 Brahim Ennassiri, Said Abouhanifa, Elmostapha Elkhouzai
The aim of this paper is to analyse the reasoning and symbolisations used by sixth grade Moroccan students in solving a task based on figurative patterns. Our analysis aims at identifying the systems of actions elaborated by the students to give the general expression of the sequence, according to their perceptions of the sequence of its patterns. The results of this study show that the students can
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The Reciprocal Relationship Between Conceptual and Procedural Knowledge—A Case Study of Two Calculus Problems African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-09-09 J. Hechter, G. Stols, C. Combrinck
The literature describes different stances concerning the focus on how mathematics should be taught, with some preferring a conceptual knowledge approach and others a procedural knowledge approach. The current study investigated the relationship between students’ conceptual and procedural knowledge in a calculus context. To better understand the relationship between students’ conceptual and procedural
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Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-08-30 Fraser Gobede, Reidar Mosvold, Arne Jakobsen
Over the years, several frameworks and lesson observation protocols have been developed to ensure objectivity and consistency when determining the quality of a mathematics lesson. Frequently, the frameworks do not agree on the benchmarks for assessing and describing the quality of a lesson. This puts mathematics education researchers in a dilemma when deciding the appropriate framework for analysing
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Changes in Pre-service Teachers’ Planned TSPCK in Stoichiometry After a TSPCK-based Practicum African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-08-28 Bongani Prince Ndlovu, Stephen Andrew Malcolm
Topic-specific pedagogical content knowledge (TSPCK) enables teachers to transform pedagogically difficult content for specific science topics into forms more easily understood by learners. In science teaching, there is evidence pointing to poor learner performance in key chemistry topics such as stoichiometry. This paper reports on the changes in pre-service teachers’ (PSTs) planned TSPCK in stoichiometry
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Responsive Teaching: Differences in Primary Mathematics Teachers’ State of Awareness and Reflections on own Teaching African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-08-25 Lawan Abdulhamid
This paper contributes to research in responsive teaching in a context of collaborative discussion using video stimulated recall (VSR) techniques. The aim was to gain deeper understanding of the kinds of teachers’ reflective awareness that prompts changes (or lack of change) in responsive primary mathematics teaching. Using a case study methodology, I analysed the VSR interviews of two teachers who
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The Variation of University Physics Students’ Experience of Plus and Minus Signs in 1D Vector-kinematics Revisited African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-07-19 Moa Eriksson, Elias Euler, Cedric Linder, Urban Eriksson, Nadaraj Govender
This article revisits and expands upon a previous phenomenographic study characterising the qualitatively different ways in which South African undergraduate physics students may experience the use of +/– signs in one-dimensional kinematics (1DK). We find the original categorisation as applicable for interpreting Swedish university-level students’ responses to 1DK questions. However, by way of a typology
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Zambian Secondary School Biology Teachers’ Profiles of Planned Topic-specific Pedagogical Content Knowledge for Teaching Respiration African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-07-19 Thumah Mapulanga, Gilbert Nshogoza, Ameyaw Yaw
Teachers’ pedagogical content knowledge (PCK) has the potential to influence lesson planning, teaching and students’ academic performance in science. Since PCK is embodied in lesson planning (as planned PCK), this study employed the multiple-case design to describe in-depth the biology teachers’ profiles of planned topic-specific PCK (plTSPCK) for teaching respiration. While the target population comprised
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Students’ Experiences on the Remote Teaching and Learning of Linear Algebra During COVID-19 African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-07-03 Gafari Lukumon, Aneshkumar Maharaj
The purpose of this study, conducted with 44 participants, was to explore their experiences of learning linear algebra using the online content and materials during COVID-19. The conceptual framework was guided by the notion of social presence and connectivisim in the context of remote learning. The study used a questionnaire comprising closed and open-ended items where students were asked about their
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In Memoriam: Audrey Msimanga African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-05-04
(2021). In Memoriam: Audrey Msimanga. African Journal of Research in Mathematics, Science and Technology Education: Vol. 25, No. 3, pp. 282-284.
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Understandings About Scientific Inquiry in a South African School Prioritizing STEM African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-05-02 Estelle Gaigher, Annemarie Hattingh, Judith Lederman, †Norman Lederman
This paper reports on a case study of South African Grade 12 learners’ views about scientific inquiry. The study focuses on a non-fee-paying government school that receives curricular support and resources to specifically develop Science, Technology, Engineering and Mathematics (STEM) teaching in a low socioeconomic setting. Data were collected using the Views About Scientific Inquiry (VASI) questionnaire
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Content Areas and Performance of Students in the Old Mutual Mathematics Olympiad in Malawi African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-04-27 Khumbo Kumwenda, Atipatsa Kaminga
The Old Mutual Mathematics Olympiad (OMMO) in Malawi is a national mathematics competition open to all final year secondary school students. In this paper, we analyse the results of the preliminary round of the competition from 2015 to 2020. We developed seven content areas for the OMMO based on core elements of the Malawi secondary school mathematics curriculum. We found that the OMMO is dominated
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In Memoriam: Manono Poo African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-04-27
(2021). In Memoriam: Manono Poo. African Journal of Research in Mathematics, Science and Technology Education: Vol. 25, No. 3, pp. 280-281.
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Exploring Particular Learner Factors Associated with South African Mathematics Learners’ Achievement: Gender Gap or Not African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-04-24 Sarah Bansilal, Thabo Lephoto
Mathematics is a gateway to science-related careers and all stakeholders want to improve the achievement levels in mathematics. In this study we use data from the Trends in International Mathematics and Science Study 2015 to investigate the association between the learner situational factors of gender, grade level age appropriateness, school location and test language familiarity with the mathematics
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Mathematics Mediational Means and Learner Centredness: Insights from ‘traditional’ Malawian Secondary School Geometry Lessons African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-04-24 Lisnet Mwadzaangati, Jill Adler, Mercy Kazima
We re-examine a Malawian teacher’s lessons which, using the framework of mathematic problem-solving developed by Polya, the typology of levels of task demand from Stein and colleagues and Malawi’s description of learner-centred education (LCE), were described as teacher-centred and evaluated as ‘not good’. We studied seven video-recorded circle geometry lessons taught by the teacher and analysed these
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Developing Student Teachers’ Conceptions of the Nature of Science: An Assessment of a Pre-Service Science Teacher Programme in Tanzania African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-03-09 Mjege Kinyota, Beatha Simon Rwimo
The importance of enabling student-teachers to acquire informed conceptions of the Nature of Science (NOS) is widely emphasised. Hence, this study investigated the effectiveness of a science pre-service teacher education programme of one university in Tanzania in enabling student-teachers to acquire informed conceptions of NOS as stages in a Learning Progressions model. We employed a comparative impact
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An Analysis of Teachers’ Explanatory Talk That Supports Learning of Standard Units of Length in Standard 4 in Malawi African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2022-02-14 Liveness Mwale
This study sought to analyse, using the Mathematics Discourse in Instruction framework, teachers’ explanatory talk when introducing standard units of length in standard 4 in Malawi. The study analysed teachers’ use of content and pedagogical practices for introducing standard units of length and how that made the concept of standard units of length accessible to learners. Qualitative data was collected