The Ethiopian education system is imported from the West, and the traditional method of instruction (pouring information) in the ICT revolution era wastes time and resources. Learners can get more information about mathematics ...

The study was motivated by the fact that learners are not performing well in the topic of fractions due to the lack of conceptual understanding of the concept. The purpose of this qualitative study based on an interpretive ...

Mathematics pass rates in South African schools, as in many developing nations, continue to be a source of concern for educators and policymakers alike. Improving mathematics performance is non-negotiable if Africa is to ...

The objective of this study was to determine Grade 10 learners' academic performance in learning parabola functions. Furthermore, the study sought to unearth errors that learners make when learning parabola functions and ...

This study investigated the relationship between anxiety, working memory and achievement in mathematics in grade 5 learners at Tshepisong schools. A sample of 300 grade 5 learners from Tshepisong schools was selected using ...

Underpinned by the social constructivism theory and the praxis of integrating ethnomathematics in the teaching of probability, this PAR developed a policy framework for facilitating the integration of ethno-mathematics in ...

This quantitative study reports on the impact of using GeoGebra software to teach Grade 11 geometry through van Hieles’ levels theory, merged with some elements of the Technological Pedagogical Content Knowledge framework. ...

With the rapid growth of technology in the 21st century, traditional teaching and learning methods are considered outdated and not suitable for the active learning processes of the constructivist learning approach. The ...

This study aimed to explore learning difficulties experienced by Grade 9 Mathematics learners in understanding 3D shapes in Geometry. To achieve that aim, the study focused on achieving three objectives, namely to: identify ...

Using a convergent mixed-methods parallel research design, this study explored how the use of Ubuntu values can enhance disruptive pedagogies for effective and meaningful teaching of Grade 12 Euclidean geometry. It employed ...