An illustration of the explanatory and discovery functions of proof.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.193
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Works matching IS 10122346 AND DT 2012 AND VI 33 AND IP 3
Results: 7
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Coherence and connections in teachers' mathematical discourses in instruction.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.188
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Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.182
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Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.179
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Pictorial pattern generalisation: Tension between local and global visualisation.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.172
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Mathematics teachers' reflective practice within the context of adapted lesson study.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.140
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Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory.
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- Pythagoras (10122346), 2012, v. 33, n. 3, p. 1, doi. 10.4102/pythagoras.v33i3.19
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- Article