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| Issue |
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| Vol 2, No 1 (2023) |
Promoting citizenship education in the mathematics curriculum: The Malawi secondary school experience |
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Mercy Kazima, Peter N. Namphande, Lisnet E. Mwadzaangati |
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| Vol 2, No 1 (2023) |
Impediments to learning problem-solving in Malawian lower secondary mathematics textbooks |
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Felix K. Masina, Reidar Mosvold |
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| Vol 2, No 1 (2023) |
Mitigating errors and misconceptions among Grade 11 learners in algebra through error analysis |
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Zakaria Ndemo, Osten Ndemo |
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| Vol 1, No 1 (2022) |
Mathematical knowledge for teaching in Africa 2014–2021: A review of literature |
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Reidar Mosvold |
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| Vol 1, No 1 (2022) |
The importance of understanding large data, context, conventions and uncertainty in a pandemic |
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Max Stephens, Djordje M. Kadijevich, Janelle C. Hill, Mayamiko Malola |
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| Vol 1, No 1 (2022) |
Studying dilemmas of mathematics teaching in Southern Africa |
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Fraser Gobede, Reidar Mosvold |
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| Vol 1, No 1 (2022) |
Pre-service teachers’ views on integrating post-humanism into classroom practice |
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Shamala A. Naidoo |
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