Now showing items 1-4 of 4
Exploring teachers’ scaffolding practices in the teaching of primary school mathematics at a school in Swaziland.
The purpose of this study was to explore participants’ scaffolding practices in the teaching of primary mathematics at a school in Swaziland. Scaffolding refers to all the assistance a more knowledgeable other provides to ...
Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.
In this study, I examined primary teachers’ understanding of teaching geometry through the problem solving approach, using Ball, Thames and Phelps’s (2008) mathematical knowledge for teaching (MKT) framework as a lens, ...
An investigation of the use of multiple representations in teaching fractions at primary school level in Swaziland.
This study aimed at identifying the kinds of representations primary school teachers commonly use in teaching fractions, how they use them and their reasons for using them. The study drew on the teaching model by Ball, ...
An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland.
The purpose of this study was to investigate the use of pragmatic learner-centred pedagogy in the teaching of Mathematics in primary schools in Nhlangano, Swaziland. The aims of the study were to examine the teachers’ ...