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Publisher: Sabinet Online Ltd   (Total: 189 journals)

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ACCORD Occasional Paper     Full-text available via subscription   (Followers: 3)
Acta Academica     Full-text available via subscription   (Followers: 3, SJR: 0.112, h-index: 2)
Acta Classica : Proceedings of the Classical Association of South Africa     Full-text available via subscription   (Followers: 8)
Acta Criminologica     Full-text available via subscription   (Followers: 1)
Acta Germanica : German Studies in Africa     Full-text available via subscription  
Acta Juridica     Full-text available via subscription   (Followers: 12)
Acta Patristica et Byzantina     Full-text available via subscription   (Followers: 7)
Africa Insight     Full-text available via subscription   (Followers: 9)
Africa Institute Occasional Paper     Full-text available via subscription   (Followers: 2)
Africa J. of Nursing and Midwifery     Full-text available via subscription   (Followers: 5, SJR: 0.115, h-index: 3)
AfricaGrowth Agenda     Full-text available via subscription   (Followers: 1)
African Entomology     Full-text available via subscription   (Followers: 4, SJR: 0.425, h-index: 17)
African Finance J.     Full-text available via subscription   (Followers: 12)
African Human Rights Law J.     Full-text available via subscription   (Followers: 16)
African J. for Physical, Health Education, Recreation and Dance     Full-text available via subscription   (Followers: 4)
African J. of Farm Child and Youth Development     Full-text available via subscription   (Followers: 3)
African J. of Herpetology     Full-text available via subscription   (Followers: 1, SJR: 0.552, h-index: 8)
African J. of Psychiatry     Full-text available via subscription   (Followers: 4, SJR: 0.105, h-index: 0)
African J. of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 6)
African Markets Overview     Full-text available via subscription   (Followers: 2)
African Plant Protection     Full-text available via subscription   (Followers: 4)
African Safety Promotion     Full-text available via subscription   (Followers: 1)
Africanus     Full-text available via subscription   (Followers: 3)
Agriprobe     Full-text available via subscription  
Akroterion     Full-text available via subscription   (Followers: 3)
Annual Survey of South African Law     Full-text available via subscription   (Followers: 3)
Arms Control : Africa     Full-text available via subscription   (Followers: 1)
Ars Nova     Full-text available via subscription   (Followers: 1)
Article 40     Full-text available via subscription   (Followers: 2)
BER : Architects and Quantity Surveyors' Survey     Full-text available via subscription   (Followers: 4)
BER : Building and Construction : Full Survey     Full-text available via subscription   (Followers: 8)
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BER : Economic Prospects : An Executive Summary     Full-text available via subscription   (Followers: 2)
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BER : Survey of Business Conditions in Building and Construction : An Executive Summary     Full-text available via subscription   (Followers: 4)
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BER : Trends : Full Survey     Full-text available via subscription   (Followers: 2)
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Building Women     Full-text available via subscription  
Bulletin of Statistics     Full-text available via subscription   (Followers: 3)
Cabo     Full-text available via subscription  
Cardiovascular J. of Africa     Full-text available via subscription   (Followers: 2)
Child Abuse Research in South Africa     Full-text available via subscription   (Followers: 2)
Civil Engineering = Siviele Ingenieurswese     Full-text available via subscription   (Followers: 4)
Clean Air J.     Full-text available via subscription   (Followers: 2)
CME : Your SA J. of CPD     Full-text available via subscription   (Followers: 1)
Codicillus     Full-text available via subscription  
Commonwealth Youth and Development     Full-text available via subscription   (Followers: 3)
Communicare : J. for Communication Sciences in Southern Africa = Communicare : Tydskrif vir Kommunikasiewetenskappe in Suider-Afrika     Full-text available via subscription   (Followers: 4)
Conflict Trends     Full-text available via subscription   (Followers: 1)
Conspectus : The J. of the South African Theological Seminary     Full-text available via subscription  
Crime Research in South Africa     Full-text available via subscription   (Followers: 1)
Current Allergy & Clinical Immunology     Full-text available via subscription   (Followers: 4, SJR: 0.106, h-index: 3)
Dairy Mail Africa : Publication for the Dairy Industry in Africa     Full-text available via subscription  
De Arte     Full-text available via subscription   (Followers: 2)
Die Kerkblad     Full-text available via subscription  
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English in Africa     Full-text available via subscription   (Followers: 2)
Enterprise Risk     Full-text available via subscription   (Followers: 2)
Ergonomics SA : J. of the Ergonomics Society of South Africa     Full-text available via subscription  
ESR Review : Economic and Social Rights in South Africa     Full-text available via subscription   (Followers: 4)
French Studies in Southern Africa     Full-text available via subscription  
Fundamina : A J. of Legal History     Full-text available via subscription   (Followers: 3)
Gender and Behaviour     Full-text available via subscription   (Followers: 10)
HR Highway     Full-text available via subscription   (Followers: 2)
IFE Psychologia : An Intl. J.     Full-text available via subscription   (Followers: 1)
Image & Text : a J. for Design     Full-text available via subscription   (Followers: 7)
IMFO : Official J. of the Institute of Municipal Finance Officers     Full-text available via subscription   (Followers: 2)
IMIESA     Full-text available via subscription  
Indilinga African J. of Indigenous Knowledge Systems     Full-text available via subscription   (Followers: 3)
Indo-Pacific J. of Phenomenology     Open Access  
Injury and Safety Monitor     Full-text available via subscription   (Followers: 1)
Institute for Security Studies Papers     Full-text available via subscription   (Followers: 4)
Interim : Interdisciplinary J.     Full-text available via subscription   (Followers: 3)
Intl. SportMed J.     Full-text available via subscription   (Followers: 15, SJR: 0.332, h-index: 7)
Investment Analysts J.     Full-text available via subscription   (Followers: 3, SJR: 0.237, h-index: 3)
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J. for Contemporary History     Full-text available via subscription   (Followers: 10)
J. for Estate Planning Law     Full-text available via subscription   (Followers: 1)
J. for Islamic Studies     Full-text available via subscription   (Followers: 8)
J. for Juridical Science     Full-text available via subscription  
J. for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 3)
J. for New Generation Sciences     Full-text available via subscription   (Followers: 3)
J. for Semitics     Full-text available via subscription   (Followers: 4)
J. of African Elections     Full-text available via subscription  
J. of Contemporary Management     Full-text available via subscription   (Followers: 1)
J. of Marketing     Full-text available via subscription   (Followers: 14)
J. of Public Administration     Full-text available via subscription   (Followers: 17)
Juta's Business Law     Full-text available via subscription   (Followers: 1)

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African Journal of Research in Mathematics, Science and Technology Education
   [8 followers]  Follow    
   Full-text available via subscription Subscription journal
     ISSN (Print) 1028-8457
     Published by Sabinet Online Ltd Homepage  [189 journals]
  • Teachers' self-directed professional development : science and mathematics
           teachers' adoption of ICT as a professional development strategy
    • Abstract: Author: Mushayikwa, Emmanuel Vol 17 Issue 3 Publication: 2013 Page: 275-286 Abstract: This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's Practicality Ethic and Loucks-Horsley et al.'s Concerns-Based Adoption Model provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.
      PubDate: 2013-11-12T13:34:50Z
       
  • Prospective teachers' perspectives on the use of English in the solving
           and teaching of mathematics word problems - a brief cross-country survey
    • Abstract: Author: Kasule, Daniel Mapolelo, Dumma Vol 17 Issue 3 Publication: 2013 Page: 265-274 Abstract: We investigated how prospective primary school teachers from two countries with a common Language of Learning and Teaching (LoLT) think about word problems, both as a mathematical task and as a teaching task. The question driving the investigation was: if solving mathematics word problems is both a linguistic and a numerical skill, how do these teachers think about mathematics word problems presented to learners not competent in the LoLT? Using the home languages provided by 33 final-year primary school pre-service mathematics teachers from Botswana and Swaziland, we identified three cross-national categories which we then used to analyze questionnaire data for perspectives on teaching word problems presented in English. As expected, findings showed a resigned acceptance to the use of English. Using an inventory of steps in problem solving, we expected respondents' acceptance of the steps as adequate for use with learners not competent in the LoLT. Findings showed that the steps these prospective teachers personally use to solve word problems may impair their teaching of young learners using English to learn mathematics. We use this to identify the important link training must create between prospective teachers' understanding of the LoLT and their future competence to teach primary school mathematics word problems.
      PubDate: 2013-11-12T13:34:50Z
       
  • Assessment alternatives - compliance versus custom? A case study of
           five South African mathematics teachers
    • Abstract: Author: Krishnannair, Anilkumar Christiansen, Iben Vol 17 Issue 3 Publication: 2013 Page: 255-264 Abstract: Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers choose assessment tasks and how it links to their teaching. This paper reports on a case study of five grade 10 mathematics teachers, chosen from five different schools. Data were collected through interviews and analysis of samples of assessments. Ernest's categorization of educators' philosophies and Boesen's classification of competences were used as theoretical frameworks for the analysis of samples of assessments and interviews.The educators' choice of alternative assessment strategies was found to be more of a gesture of compliance with what has been advocated in the Outcomes-Based Education curriculum, rather than a concerted effort to embrace principles of educational reform. Though the teachers' discourses were more inclusive of progressive perspectives on the purpose of assessments, their actual assessment practices still remained within the confines of traditional procedural tests.
      PubDate: 2013-11-12T13:34:49Z
       
  • Students' preferences for contexts and their relevance to school
           mathematics in Malawi
    • Abstract: Author: Kazima, Mercy Vol 17 Issue 3 Publication: 2013 Page: 244-254 Abstract: This paper looks at mathematics and its relevance in schools from the perspective of students' interests. It starts by discussing briefly the importance of paying attention to cultural and social relevance, and then it focuses on students' interests as one of the aspects of relevance. Findings are presented from a survey conducted in Malawi with 346 secondary school students. The study explored what students would find interesting to learn as contexts in school mathematics by indicating their preferences for some given contexts in form of a questionnaire, which was adapted from a very large cross country project (ROSME). Findings include that students are interested in mathematics for future careers and mathematics of modern technologies more than ethnomathematics and mathematics of agriculture, and there are no differences in preferences for contexts between female and male students. Most of the findings confirm findings from previous ROSME studies, particularly those situated in African countries, and therefore strengthen the arguments made earlier by these studies. This paper further argues that relevance for students includes their interests, and therefore should be considered as a factor in the development of curriculum materials and classroom activities.
      PubDate: 2013-11-12T13:34:49Z
       
  • Competencies in using Sketchpad in geometry teaching and learning :
           experiences of preservice teachers
    • Abstract: Author: Ndlovu, Mdutshekelwa Wessels, Dirk De Villiers, Michael Vol 17 Issue 3 Publication: 2013 Page: 231-243 Abstract: The subject of teacher competencies has been a key issue in mathematics education reform as the quality of an education system is fundamentally defined by the quality of its teachers. The study reported in this article attempted to identify and analyse displayed preservice teacher competencies and challenges encountered in early experiences with a Sketchpad-mediated learning of geometry. The instrumental approach to technology integration in the classroom as articulated by Trouche, Artigue and others was used as an analytical framework together with the van Hiele theory of geometrical thought development. A qualitative research approach was used to investigate preservice teachers' emerging competencies. Data were gathered through worksheet productions, lesson observations, open-ended questionnaires and an exit focus group interview. Twenty third-year mathematics major preservice teachers participated in workshop and microteaching sessions involving the use of the Geometer's Sketchpad dynamic geometry software in the teaching and learning of the geometry of quadrilaterals. The competencies displayed by the participants were described in terms of the instrumental theory for technology use and the van Hiele theory for geometric thought development. The competency levels showed that the preservice teachers had difficulties with computer hardware and software usage and the associated classroom organisation and management initially but gradually improved and gained confidence. The participants' own evaluations of their competencies affirmed that early experiences were unpleasant for many and barriers could be overcome by early exposure to computer environments. More computer resources need to be availed for a day-to-day integration to be sustainable.
      PubDate: 2013-11-12T13:34:49Z
       
  • Secondary school teachers' pedagogical content knowledge of some common
           student errors and misconceptions in sets
    • Abstract: Author: Moru, Eunice Kolitsoe Qhobela, Makomosela Vol 17 Issue 3 Publication: 2013 Page: 220-230 Abstract: The study investigated teachers' pedagogical content knowledge of common students' errors and misconceptions in sets. Five mathematics teachers from one Lesotho secondary school were the sample of the study. Questionnaires and interviews were used for data collection. The results show that teachers were able to identify the following students' errors: (i) writing an empty set as {0} instead of { }; (ii) treating the repeating elements of the union of two sets as distinct and (iii) treating an infinite set as a finite set. Teachers were not able to identify the errors where students (i) treated infinity as a number; (ii) said that the members of countable infinite sets cannot be compared and (iii) that curly brackets are used only when listing the members of a set. The identified errors were associated with some misconceptions. Depending on the nature of the students' tasks teachers' strategies and explanations of dealing with the errors and misconceptions were inclined towards calling on procedural knowledge. Only a few cases of conceptual knowledge were noted. Implications for teaching are proposed.
      PubDate: 2013-11-12T13:34:49Z
       
  • Views of the use of self-directed metacognitive questioning during pair
           programming in economically deprived rural school
    • Abstract: Author: Breed, Betty Mentz, Elsa Havenga, Marietjie Govender, Irene Govender, Desmond Dignum, Frank Dignum, Virginia Vol 17 Issue 3 Publication: 2013 Page: 206-219 Abstract: The research reported in this article formed part of an internationally funded project about the empowerment of Information Technology (IT) teachers in economically deprived rural schools in the North-West and KwaZulu-Natal provinces in South Africa. The current paper focused on the use of self-directed metacognitive (SDM) questioning in a pair programming context. The study sample consisted of five IT teachers and 99 Grade 10 IT learners at five schools. The teachers were trained to implement pair programming and to guide learners in the application of metacognitive regulation while doing pair programming. The learners used SDM questions during their subsequent pair programming tasks. Data-gathering was done through interviews with the teachers regarding their views on the use of the SDM questions, and the learners' journals with their views on how they experienced the SDM questions to direct their thinking during execution of pair programming tasks. The results indicated that the teachers viewed the implementation of the SDM question difficult and time-consuming, and that they experienced the learners to be either reluctant or unwilling to engage in SDM questioning. However, the results of the learners' journals indicated that the learners experienced the SDM questions to be helpful in directing their thinking during pair programming tasks.
      PubDate: 2013-11-12T13:34:49Z
       
  • Continuous assessment results versus end-of-year examination marks in
           Grade 10 mathematics in Namibia : the statistics and teachers' opinions
    • Abstract: Author: Samson, Duncan Marongwe, Anesu Desmond Vol 17 Issue 3 Publication: 2013 Page: 196-205 Abstract: Classroom-based continuous assessment (CA) has become an important component of Namibia's post-independence emphasis on learner-centred education. This paper compares continuous assessment results with end-of-year examination marks for Grade 10 Mathematics for the years 2008-2010. Against this backdrop, and given that classroom-based continuous assessment contributes 35% to the Grade 10 promotional mark for Mathematics, the paper then interrogates teachers' views of the importance and role of classroom-based continuous assessment. A comparison of average CA and end-of-year examination marks for 62 Junior Secondary schools in the Oshikoto region of Namibia for the years 2008-2010 shows that the dominant trend over this 3-year period was an average CA mark that was notably lower than the average end-of-year examination mark, all three years showing a weak correlation between average CA and end-of-year examination marks. An analysis of the interview data from three principals and 15 mathematics teachers suggests that while the use of continuous assessment is generally valued in terms of its potential to inform the teaching and learning process, use of classroom-based continuous assessment as a component of the Grade 10 promotional mark has given rise to tensions between the summative and formative purposes of CA. More specifically, there is evidence to suggest that the inclusion of a CA component in the promotional mark may be emphasising summative aspects of CA to the detriment of its formative value.
      PubDate: 2013-11-12T13:34:49Z
       
  • Accessing students' knowledge in a context of linguistic and socioeconomic
           diversity : the case of internal human anatomy
    • Abstract: Author: Dempster, Edith R. Stears, Michele Vol 17 Issue 3 Publication: 2013 Page: 185-195 Abstract: Traditional forms of assessment, mainly by written tests and examinations, cannot be said to be fair in a multicultural, multilingual environment. In South African public schools, home language is strongly associated with socioeconomic context, with both factors related to performance in traditional assessments. Children attending poor public schools speak one or more African languages at home, and their performance in national and international assessments is below that of middle-class public schools. The present study investigates students' understanding of their internal anatomy in the ninth year of formal schooling (Grade 9; average age 15) by drawing instead of writing. Twelve teachers collected drawings from 310 Grade 9 students in nine different schools of different socioeconomic and linguistic contexts. Boys were slightly more likely to draw systems and organs than girls, but quality of the drawings did not differ significantly. The most significant finding is that the marked distinction between performance of middle-class schools and those from lower socioeconomic environments in traditional forms of assessment is removed. This has implications for fairer assessment of students' knowledge in a multilingual context.
      PubDate: 2013-11-12T13:34:49Z
       
 
 
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