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| Vol 5, No 1 (2026) |
The Structural Extension Spine: Modelling the emergence of algebraic reasoning in early mathematics |
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Jacques D. du Plessis |
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| Vol 5, No 1 (2026) |
What first-year students’ prior mathematical knowledge reveals for modelling-oriented university mathematics teaching |
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Rina Durandt |
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| Vol 5, No 1 (2026) |
Exploring representations of multiplication: A study in Mozambican Grade 3 classrooms |
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Simone Reinhold, Albertina J.L. António |
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| Vol 5, No 1 (2026) |
Primary school teachers’ experiences of teaching mathematics, incorporating smartboards |
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Sheila Madzikanda, Sfiso C. Mahlaba |
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| Vol 5, No 1 (2026) |
A TPACK-informed study on equipping pre-service teachers with digital tools, artificial intelligence and open educational resources: Integrated strategies in STEM education |
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Annie M. Kgosi, Wiets Botes, Simone Neethling, Lebohang Mahlo, Mpumelelo F. Zondi |
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| Vol 5, No 1 (2026) |
Errors in trigonometric proof-related reasoning tasks: Insights from Grade 10 learners at a rural Eastern Cape school |
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Yamkela Msi, Matome E. Matsepe, Kate Sehowa |
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| Vol 5, No 1 (2026) |
The Fast-Thinkers Game as a Grade 12 accounting and mathematics interdisciplinary teaching and learning tool |
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Celesté Brittz, Hendri Theron, Jacobus Rossouw, Aletta D. Koekemoer, Elmarie Goodchild, Kobus Swanepoel |
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